Communal Socialization as Culturally Sustaining and Identity-Oriented Math Instruction for African American High School Students

• In Event: The Intersection and Integration of Motivation and Multicultural Theories in Education Research

Abstract

Objective

The present study examined Communal Socialization (CS) as a concept and measure of communal learning in high school mathematics classrooms from the perspective of African American students. The association between CS and students’ academic, psychological, and social outcomes reflect the elements of culturally sustaining pedagogy (e.g., achievement, cultural competence, and critical engagement) and support the relevance of personal and collective identities in student achievement motivation.

Theoretical Perspective

Studies have primarily examined the positive associations between students’ communal values, students’ mathematics achievement, and teachers’ culturally relevant pedagogy and practice in separate investigations. However, a nuanced approach is needed to systemically address the persistent underachievement of African American students in mathematics. Psychological research from an Expectancy-value theory (EVT) perspective supports students’ motivations for tasks and domains that present meaningfulness to and congruent with their personal and social identities (Eccles, 2009; Gray et al., 2020; Kumar et al., 2018). Educational research from the fields of teacher education and critical mathematics provide support for the need for teachers’ pedagogy and practice to align with, teach, and reinforce students’ academic achievement, sense of cultural congruence, and critical engagement in the issues impacting their communities and society more broadly (Gutiérrez, 2011; Gutstein, 2016; Martin, 2009).

Method

The CS scale was developed to measure multiple dimensions of communal messages transmitted in mathematics classrooms that foster students’: (1) values of care and commitment to others; (2) connections between math and contributing to one’s community, and (3) understanding of math for equity, social justice, and environmental justice. To assess the validity of the scale for an African American and high school population, 308 high schoolers were sampled from around the US (74% female; 81% 14-17 years old; 55% Algebra) and their academic, psychological, and social outcomes were examined.

Results

Results supported the use of the CS scale as a valid measure of examining distinct indicators of communal learning: Personal Responsibility (PR), Community Utility (CU), and Global Responsibility (GR). In addition, four latent profiles emerged from the student data, each with distinct levels of CS in these dimensions: Highly Communal (n = 71, 23%; characterized by higher than average levels per dimension), Moderately Communal (n = 122, 40%; characterized by higher than average CU and GR), Cooperatively Communal (n = 51, 16%; characterized by higher than average PR), and Least Communal (n = 64, 21%; characterized by lower than average levels per dimension). Highly Communal students reported significantly more relevance and engagement in mathematics and perceived a higher sense of social responsibility. Cooperatively Communal students reported higher grades.

Significance

Communal socialization reflects culturally sustaining teaching and learning that connects to students’ social connections and their sense of responsibility to their communities and broader societal challenges (i.e., equity and justice) as motivations to achieve. Examining its role in student achievement motivation through the lens of Expectancy Value Theory and Culturally Sustaining Pedagogy provides the best opportunity to capture how teachers socialize African American students toward engaging in mathematics for the purpose of contributing to their social world.

Author

• Tamika L. McElveen, Miami University (OH)
  Presenting Author