1+2 Does Not Equal "Beyond-IM3": Centering the Math Experiences of Black High Schoolers

• In Event: AERA Roundtable Session 8
  In Roundtable Session: STEM Identity and Pedagogy

Abstract

Algebra I is considered a “gatekeeper course” as it is required for students to gain access to higher-level coursework. 80% of K-12 students are eligible to take Algebra I in eighth grade, yet only 24% of eighth-graders actually take the course. Black students are even less likely than their peers to be enrolled in Algebra I in the eighth grade, which ultimately impacts their math options in high school. The purpose of this critical race mixed-methods (CRMM) study is to demonstrate how tracking policies and inequitable access to high-quality and culturally relevant math teachers, and curriculum act as mechanisms that push Black students out of the STEM pipeline by influencing their options before they even make it to high school.

Author

• Kirk D. Rogers, University of California - San Diego