Developing a Culturally Sustaining Engagement Framework for Middle and High School Students’ Math Learning

• In Event: Revolutionizing Math Engagement: Culturally Sustaining Measures for Black and Latina/o Students

Abstract

Objectives
This paper describes the development of a student engagement framework that holistically captures the lived experiences and cultural assets of Black and Latina/o students in math learning. This dynamic, ecological framework integrates cultural, social, and systemic factors, emphasizing the strengths and resources these students bring to their educational experiences.

Perspectives
Grounded in culturally sustaining pedagogies (e.g., Paris, 2012) and ecological models of development (e.g., Vélez-Agosto et al., 2017), this framework recognizes the complex, dynamic nature of culture and its intersection with systems of power and oppression. It emphasizes the multiple cultural repertoires and intersectional identities of students (Marshall, 2023), highlighting the importance of taking a more expansive view of Black and Latina/o students’ math learning experiences.

Data Sources and Methods
Using a critical participatory action research (cPAR) approach, the AM-ME Research Group worked collaboratively to develop the framework based on existing math engagement research, focus groups with 50 Black and Latina/o students conducted in Spring 2023, interviews with 8 math teachers conducted in Spring 2023, focus groups with 57 Black and Latina/o students conducted in Spring 2024, and 2 student self-report surveys administered in Spring 2023 and 2024. To refine the framework, we engaged our project's expert advisory board, reconciling our findings with existing theories of student engagement. We analyzed the data used to develop the initial framework using inductive and deductive thematic coding and exploratory factor analysis to identify key dimensions of Black and Latina/o students’ math engagement. Throughout this process, we had critical and intentional discussions to ensure the framework accurately reflects Black and Latina/o students’ lived experiences and cultural contexts.

Results
The preliminary framework offers a holistic understanding of math engagement for Black and Latina/o students. It includes dimensions such as In-Class Engagement, Positive Feelings towards Math, Student-Teacher Relationships, Math Identity, Family and Community Supports, Barriers to Engagement, and External Resources. These dimensions collectively reflect the importance of cultural and social contexts in math engagement. The qualitative and quantitative findings suggest the need for a broader definition of engagement that integrates students' lived experiences and cultural strengths, moving beyond traditional, deficit-based models.

Significance
This evolving framework aims to redefine student engagement, challenging traditional deficit-based models. It provides teachers, families, and communities with a comprehensive tool to understand and enhance math engagement for Black and Latina/o students. The next steps involve refining the framework to better capture high levels of engagement for these students. By integrating the voices of Black and Latina/o students and ensuring the framework is robust and actionable, this ongoing work has the potential to inform and transform educational practices, promoting greater equity and inclusivity in math education.

Author

• Mark Vincent B. Yu, NA