Undergraduate Mathematical Community: Investigating the Case of an All-Male Historically Black College/University

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-17 - STEM the Tide: Ensuring the Success of Black Students in STEM

Abstract

Research studies report on the educational experiences and outcomes of African American males, and mathematics has been cited as a stumbling block for many college students. In this study, however, African American males were resilient and persistent in their undergraduate mathematics studies. This qualitative case study examines the schooling and life experiences of an undergraduate community via a cohort of 16 African American male mathematics majors. Drawing from Critical Race Theory (CRT) as a theoretical frame, their experiences were analyzed and two salient aspects emerged that supported their mathematical persistence: the role of their peers and the role of their mathematics faculty members. Future research should ascertain the factors that influence and/or hinder African American males’ mathematical participation and representation.

Author

• Christopher C. Jett, University of West Georgia