Second-Generation Asian Indian Students' Mathematics Identity, Learning, and Achievement: A Cultural Perspective

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-2 - Multicultural/Multiethnic Education: An International Perspective

Abstract

Abstract: Using cross-generational design. narrative inquiry, micro-analytical and macro-analytical approach this qualitative study analyzes the relationship between the sociocultural aspect of mathematics learning, mathematics identity, the role of parental aspiration, and mediation of cultural context in mathematics learning practices and mathematics achievement. Methods of data collection included participant observation, field notes, informal interviews, audiotaping, and videotaping. Findings suggest Indian culture views mathematics as a highly valued and respected discipline that requires the highest degree of concentration and devotion. For Asian Indians, mathematics education is a commodity that leads to high-paying professions and success in life. They believe that mathematics is essential for all challenging and high-paying professions and success in everyday life.

Author

• Rupam Saran, Medgar Evers College - CUNY