Math Identity Development Among African Americans Who Achieve in Community College Remedial Math Courses: What Works?

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-9 - Community Colleges: Identity and Culture

Abstract

Literature on community college students’ outcomes in remedial math courses primarily focuses on these learners’ failures, ignoring the achievements and experiences of those who are successful. This study focused on the factors that contributed to an African-American male student's success in community college remedial math and his mathematics identity development. Mathematics identity, a construct that focuses on the ways that students perceive themselves as math doers and learners, contributes to strong student performance in math-learning contexts. Findings show that performance in math class, self-perceptions about math abilities, and interactions with faculty shaped how the participant viewed himself as a mathematics learner and ultimately, his outcomes in remedial math courses. Implications for research and practice are also discussed.

Author

• Maxine T. Roberts, University of Southern California