A Critical Analysis of Heterogeneity in Black Student Academic Outcomes in the United States

• In Event: Critical Quantification in Practice: Advancing Research on Racial Affinity-Based Professional Learning Programs in Mathematics Education

Abstract

Black students’ educational contexts hold a diversity of experience, opportunity, and access. In particular, the school environment is a remarkable incubator of later life outcomes (Mirowsky & Ross, 2017). Given the latter, one must assert that teachers cannot be divorced from the educational experiences of our nation’s youth. Understanding the national context in which teachers do the work of instructing students may provide additional insights into the educational life course of said students (Leatherwood, in preparation). Drawing on the tenets of QuantCrit, which assert that numbers are not neutral, data must be interpreted, and one must take a social justice orientation (Gillborn et al., 2018), this study attends to the educational context of Black students in the United States.

Author

• Darnell Leatherwood, University of Chicago
  Presenting Author