Show simple item record

dc.contributor.advisorLeonard, Jacqueline
dc.contributor.advisorSmith, Michael W. (Michael William), 1954-
dc.creatorDixon, LaVarr
dc.date.accessioned2020-11-03T16:23:51Z
dc.date.available2020-11-03T16:23:51Z
dc.date.issued2015
dc.identifier.other920555179
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2789
dc.description.abstractThis study was designed to investigate the mathematical identity and achievement of one cohort of underrepresented male youth who participated in a pilot school intervention program in an urban middle school. Using counternarratives and a case study method, the experiences of four traditionally underserved high school students were investigated to explore their emerging mathematical identities. Results revealed the intervention program had very limited effect on the participants' mathematical identity. As engagement is prerequisite to student achievement, this study sought to understand what environmental factors (family, peers, teachers, self) affect student engagement and their developing mathematical identities. To explore the environmental factors, the Research Assessment Package for Schools (Institute for Research Reform in Education, 1998) was used to establish levels of engagement among family, peers, teachers, and self. Results indicated among the four environmental factors, family was most influential in their mathematical identity. Peers ranked second in terms of influence, self-engagement ranked third and teacher engagement ranked in the fourth position. To understand the impacts of race and culture on mathematical identity, the Multidimensional Inventory of Black Identity was administered to explore levels of race (cultural) centrality, and regard (public and private) as well as explore their identities as being members of their respective groups. A cross case analysis was conducted on the four participants to determine the impacts of race (cultural) centrality and regard (public and private) on their mathematical identity. Results revealed each member had a high race (cultural) centrality score and a high private regard score and a moderate public iii regard score. Participants were aware of stereotype and stereotype threat; however, it did not appear to affect mathematical identity. This model integrates racial and/or cultural identity and the engagement of family, peers, teachers and self to better understand the conditions that contribute to the mathematical identity of traditionally underserved young men.
dc.format.extent201 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Mathematics
dc.subjectAvid
dc.subjectCollege Access Programs
dc.subjectCultural Identity
dc.subjectMathematical Identity
dc.subjectRacial Identity
dc.subjectUnderrepresented
dc.titleLife beyond the Cemetery: The mathematical identity and academic achievement of traditionally underrepresented male AVID participants in an urban pilot program
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDavis, James Earl, 1960-
dc.contributor.committeememberBrooks, Wanda M., 1969-
dc.contributor.committeememberNewton, Kristie Jones, 1973-
dc.description.departmentMath & Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2771
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-03T16:23:51Z


Files in this item

Thumbnail
Name:
TETDEDXDixon-temple-0225E-12032.pdf
Size:
1.260Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record