Mathematics IS for Black Students: Examining the Role of Institutional Care on Black Students’ Math Course-Taking Patterns

• In Event: Roundtable Session 21
  In Roundtable Session: Enhancing the Learning of African American Students in STEM Subjects

Abstract

This study uses an intersectional approach to examine the role of Institutional Care on the math course taking patterns of Black students attending an urban high school. Differences based on race, gender, and class are considered, as students do not experience aspects of their identities independently. As mathematics courses continue to serve as “gatekeeper” courses to participation in higher education, it is vital to examine what influences student participation in these courses. While there is an increased focus on the academic cultures in schools, this research highlights the relationship between a caring school environment and academic outcomes. This illuminates the importance of more holistic means to employ school transformations designed to increase Black students’ access to high education.

Authors

• Michelle Renee Smith, University of California - Los Angeles

• Robert Cooper, University of California - Los Angeles