Moving Beyond Cultural Desynchronization: White Mathematics Teachers and Black Students

• In Event: Black People Living in a White World: Educating Black Youth

Abstract

In this session, framed within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies, the classroom practices of four White high school mathematics teachers who were “successful” with Black children are explored. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and collectively with colleagues on issues of race and racism.

Authors

• Carla R. Bidwell, Metropolitian Regional Educational Service Agency

• David W. Stinson, Georgia State University