The Mathematical and Racial Identities of a Black Teenager After Participating in an Advancement via Individual Determination Program

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-4 - Curriculum and Pedagogy in Support of STEM Engagement Among Groups of Students That Have Been Historically Marginalized

Abstract

This case study investigates the development and influence of mathematical identity and racial identity on an African American male youth participant of a pilot college access program while in middle school. Using counter-narrative and case study methods, (Stinson, Jett & Williams, 2013), this paper reports about Isaiah, (pseudonym), a seventeen-year-old high school junior that attended one of the top academic high schools in a Northeastern United States metropolitan area. Results revealed race had an influence on his overall identity; however it did not influence his mathematical development. The intervention program AVID had very little effect on the participant’s mathematical identity.

Author

• LaVarr Dixon, Community College of Philadelphia