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Teaching Mathematics to Students of Color: Perspectives of African American
Preservice Teachers
Dorothy Y. WhiteUniversity of Georgia
2002 NCTM Research Presession, Las Vegas, NVFunded by UGA-COE Summer Faculty Research Grant
Program
Project Rationale Minority teachers can provide role models for students of color
and majority students, and they bring a special level of understanding to the experiences of students.
Darling-Hammond & Cobb, 1996; Howey & Zimpher, 1996 Minority teachers bring with them a unique perspective on
school policy and practice, and are more disposed to teach in inner-city schools where the need for good teachers is often the greatest.
Darling-Hammond & Cobb, 1996; Howey & Zimpher, 1996 African American teachers view their work from an educational
and cultural perspective and feel a personal responsibility to educate African American students because these students are often misunderstood and disenfranchised from school.
Foster, 1993, 1994, 1997; Irvine, 1989, 2000
Rationale Continued There is a continuous decline in the number of African
American students entering the field of education.
African American students enrolled in teacher education programs, especially at predominately White colleges and universities, are often overlooked and “assumed to be monolithic in their experiences, points of view, and needs.”
Bennett, Cole, & Thompson, 1999, p. 1. We need a research base that gives voice to African American
preservice teachers in mathematics education. The more we hear and understand the different voices of African American preservice teachers, the “better equipped we will become to improve the mathematics experiences of African American students.”
Moody, 2000, p. 11
Research Questions How do African American preservice teachers
describe their mathematics education experiences?
How have the experiences of African-American preservice teachers influenced their views about teaching and learning mathematics?
How can the experiences of African-American preservice teachers inform teacher education programs in mathematics education?
Participants, Data Sources & Analysis
Five African American students in a Early Childhood Education program.
Data were collected from math autobiographies, individual interviews, classroom observations and group interviews.
Qualitative methods of analytic induction
Crystal Attended all White schools until High School Average grades in math Originally a music education major Wants to teach to make a difference and to “be with kids
long enough to see them change” All cultures should be explored not just Black issues Wants to teach in middle to upper middle class school or
a rural school Aware of the disparities among Black and White students
but feels it’s more a function of a behavior than race. Doesn’t feel that she knows enough about children’s
backgrounds and would be harder on them because they need to learn the rules of the game.
Stephanie Attended mixed schools and considers herself
“multicultural” Good grades in math and placed in high group Originally a premed major Wants to teach to make a difference in a child’s life
“by teaching them something rather than by healing them.”
Noticed that schools paid little attention to cultural diversity, and that in the rural schools the personnel were very rude.
Wants to teach at a middle class racially mixed school.
Tracy Attended various schools and a Magnet High School Placed in high level math classes but at a cost Wants to teach to make a difference and “to help
children become better people aside from the circumstances in their life”
Very aware of disparities and how Black children are treated: disciplined more harshly; not recommended for gifted programs
Wants to teach at a mixed school across race and class. Once she gains more confidence would like to take on the challenge of inner-city or rural schools
Feels a responsibility to help Black children and wants her sons taught by Black teachers
Cheryl Attended Black schools then bussed to White school Realized she was tracked into low math classes in 7th
grade Previously a Pharmacy major, now wants to teach
because she enjoys working with kids and wants to help them learn
Noticed the limited attention to Black issues in schools and that more Black kids are sent to low math and reading groups
White teachers did not give her the attention she deserved
Wants to teach Black children”because they are always given the worse and most inexperienced teachers”
Khadijah Attended both all Black then mixed schools Placed in high-tracked math classes by request Previously an Accounting major now she wants to teach
because she “loves to learn” Wants to learn from African American teachers and
requested to be placed during her field experiences Notices inequalities in school structures: Small number
of Black teachers and large number of Black paraprofessionals
Wants to teach African American children because they get the low end of the stick with less money in schools, less dedicated teachers and administrators
Discussion
All attended mixed schools or a combination
All changed their majors to teaching
Most aware of limited attention to diversity in their schools
Where they want to teach and how responsible they feel to educate African American students varied
Connections to Previous Research Claims about student abilities: We need more
research on how students are placed in different math programs: by request or by a single test
Studies of Tracking: We need to extend this line of research and follow students beyond high school
Studies of SES: How much does class issues influence African American preservice teachers views of African American students.