They Count Also: African American Girls and Math (Dissertation review p.5)

Just spent the day reading my dissertation and just wanted to share!

Chapter 6 - Discussion, Recommendation, and Implications (page 83 of my dissertation) 

Implications for School Leaders

The girls in this study responded to various questions about gender and race; however these responses were limited.   Perhaps this is because they have not been confronted with specific biases that test their awareness of gender and racial issues.  I assert that their parents and teachers never acknowledged the potential impact or influence or race and gender on their educational and mathematical experiences.  Parents may wish to shield their daughters away from this issue but successful teacher of
African American students do not ignore them (Ladson-Billings, 1994).  Teachers need help to understand the strengths and needs of students who come for diverse linguistic and cultural backgrounds, who have specific disabilities, or who posses a special talent and interest in mathematics.  To accommodate differences among students effectively and sensitively, teachers also need to understand and confront their own beliefs and biases.  When we discourage students from engaging in public conversations about race and social justice, we lose an important component of education.  In a multicultural society, it is crucial to help students consider diversity, understanding and the places where the two intersect and clash.  We need to create classrooms that involve students in quest to make sense of their world.  Such classrooms authentically address equity, educate the whole child, and value each and every student (Brooks and Thompson, 2005).

They Count Also: African American Girls and Math (Dissertation review p.4)

Just spent the day reading my dissertation and just wanted to share!

Chapter 6 - Discussion, Recommendation, and Implications (page 82 of my dissertation)

What do they mean by good? 

African American fifth grade girls in this study believed that their teachers are in control of all of the learning that takes place and passivity in the mathematics classroom is the key to academic success.  The girls often equated being good as "being quiet and listening to the teacher".  The girls did not describe and I did not observe opportunities for the girls to become empowered and independent thinkers.  The girls were comfortable sharing that being quiet in class meant that they were good students.  If they continue to believe that not having a voice or an opinion in class is the key to success, they will learn only how to play by the rules established by their teachers.  Mathematics classes need to become places where originality, independent and creative thinking, and imagination are valued (Turner, 1995). 

They Count Also: African American Girls and Math (Dissertation review p.3)

Just spent the day reading my dissertation and just wanted to share!

Chapter 6 - Discussion, Recommendation, and Implications (page 81 of my dissertation)

One reoccurring theme that was evident from most of the participants' responses was the need to know mathematics in order to "pay bills and count your money".  This simple view of the importance of mathematics may by one reason that African American girls do not pursue mathematics on higher levels.  The need to "get a job" and to "make money" appeared to be the only reason the study of mathematics was important to the participants.  If African American girls perceive mathematics as important only because they have to know how to count money and pay bills and not as an avenue for a variety of educational and occupational opportunities, they will not actively pursue mathematics.  In trying to get students to understand mathematics, teachers may have overemphasized to these African American girls how mathematics relates to everyday life and ignored the connections between mathematics literacy and career flexibility.

For these African American girls to seek out mathematical opportunities beyond the obvious, they need innovate and creative teachers and role models to help them make the connections.  African American girls have the potential and academic ability to become leaders in the mathematical community.  However, the key is to alter the way they view mathematics at an early age.  If African American girls are to become women with an interest in mathematical related careers, their views of mathematics must start to become more wholistic and meaningful.

They Count Also: African American Girls and Math (Dissertation review p.2)

Spent the day reading my dissertation and just wanted to share!

Chapter 5  -Research Findings (page 68 of my dissertation)

Teacher's Self Assessments - Confident and Knowledgeable Teachers

Students' understanding of mathematics, their ability to use it to solve problems, and their confidence in doing mathematics are all shaped by the teaching they encounter in school.  To be effective, teachers must understand and be committed to students as learners of mathematics.  They must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in their teaching tasks. Teachers must become aware of personal beliefs, values and expectations that guide their interactions with students.

They Count Also: African American Girls and Math (Dissertation review p.1)

Spent the day reading my dissertation and just wanted to share!

Review of Research (page 15 of my dissertation)

Adenika-Morrow (1996) reported that  "in no academic area does the nexus between race and gender claim more casualties than in the area of mathematics and science-and no group has been more excluded than African-American girls. Studies of women generally overlook women of color, and studies of students of color de-emphasize gender difference" (p.80).  Adenika-Morrow (1996) also suggested that it takes a significant amount of courage for African American females to make nontraditional educational and career choices.  Because of the need for some African American women to become financially independent at an early age, Adenika-Morrow suggests that African American females generally made safe career choices (service and clerical positions, teaches, nurses, and other low-paying female dominated jobs) and avoided obstacles in which they would have to negotiate their way into White, male dominated careers.

Reflections from a 1st timer after #nerdcampli

There are emails that you wish you never opened, emails that make you mad, emails that make you laugh and emails that you want to cherish forever.  The following email is one to cherish.  It came from a first time edcamper after attending #Nerdcampli.  I was given permission to share the email but was respectfully asked not to include names.  For anyone thinking about attending an edcamp - I hope these words inspire you to try one.  

Wow!!  What an incredible afternoon. While I generally don't respond after conferences, I feel I need to say a few things about today's events:

First, thank you for telling me about it!  I am going to be signing up for the one in July as well. 

Second, hearing (and meeting) Lynda Mullaly Hunt was both an honor and humbling experience. What she showed us is that those students who are 'invisible' are really the ones we need to make the MOST visible. I read her novel Fish in a Tree again when I came home. I actually could see some of my students in her novel and will be approaching their education differently. 

In the next session, while I was very interested in listening to how to introduce YA novels to students and make connections to them, it was Mrs. Hunt's session that still played in my mind ('my mind movie' if you will).   I was able to have many conversations with other educators and administrators after her session and wrote down many other books/novels/stories that my students will be able to relate to as well. 

I also will be ordering "affirmation" cards from Vistaprint for my students.  

I apologize for the length, but never have I been so moved, humbled or touched by someone the way I was today. 

I hope to make my invisibles--visible!!

With deepest and sincerest gratitude,

(A very PROUD teacher)

This is just a sample of the responses and reflections shared by our teachers after attending #nerdcampl1.  On behalf of the entire Northern Parkway Admin team - thanks for taking a chance on a Saturday attending this un-conference.  #learningisjoyful 

#learningisjoyful

http://info.character.org/blog/learningisjoyful