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

Session Type: Symposium

Abstract

To date, measures of student engagement rely on deficit-based perspectives for Black and Latina/o students, failing to capture how these students overcome stereotypes and discrimination, and do not acknowledge their culturally rooted funds of knowledge. Data collected through these measures can contribute to implementing classroom math practices that do not meet the needs of Black and Latina/o students. This symposium shares findings from a three-year critical participatory action, mixed-methods research study to develop a culturally sustaining measure of math engagement that centers Black and Latina/o students’ lived experiences. Exemplifying the conference theme, this symposium aims to advance our understanding of how creating culturally sustaining measures can identify, repair, and remedy historical harm and injustice to create a more inclusive education system.

Sub Unit

• Division D - Measurement and Research Methodologies / Division D - Section 4: Multi-Method and Mixed Methods

Chair

• Samantha E. Holquist, Child Trends

Papers

• Taking a Critical Participatory Action Approach to Education Measurement Development - Alyssa Scott, Child Trends

• Developing a Culturally Sustaining Engagement Framework for Middle and High School Students’ Math Learning - Mark Vincent B. Yu, NA

• Strength-Based Strategies that Black and Latina/o Students Utilize to Navigate Barriers for Math Engagement - Ta-yang Hsieh, Search Institute

• Using the Rasch Model to Develop a Culturally Sustaining Measure of Student Math Engagement - Marisa K. Crowder, The ElevatEd Initiative

• Validating a Culturally Sustaining Measure of Student Math Engagement Using Factor Analysis - Claire Kelley, Child Trends

Discussant

• Stefanie L. Marshall, Michigan State University