Knowing Your Audience Matters: African American Youths' Use of Familial Mathematical Socialization Messages

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Abstract

This study examines the way in which African American high school students perceive and use the mathematical and racial-mathematical socialization messages that they receive from their parents and others. Positive mathematical and racial-mathematical socialization messages can serve as a support for youth, providing advice, inspiration, motivation, coping strategies, and even awareness of potential barriers to mathematical success. However, negative messages can pose a challenge, especially for youth with negative mathematical identities. Drawing on interviews with 29 African American high school students from three high schools, I argue that these youth tend to respond most positively to messages that are tailored towards their specific mathematical identities, interests, and experiences with math.

Author

• Traci L. English-Clarke, Independent Scholar