Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students’ Experiences in Developmental Mathematics

Author:
Maxine T. Roberts Education Commission of the States, Denver, CO

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Daniel J. Almeida California Polytechnic State University, San Luis Obispo

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Volume/Issue:
Volume 54: Issue 3
Page(s):
183–201
DOI:
https://doi.org/10.5951/jresematheduc-2020-0257
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Subjects:
Grade(s) or Audience, Workplace/Adult education, Other Topic, Equity, Agency/Identity/Empowerment
Keywords:
Developmental mathematics; Black students; Community college; Obstacles

We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions of mathematics classrooms. Study participants faced obstacles in three categories: (a) impressions of faculty’s instructional practices for problem solving; (b) negative race-related perceptions they believed classmates had about them; and (c) perceptions about instructors’ expectations. These findings contribute to literature on Black students’ progress in mathematics by identifying obstacles experienced by students who achieve in these courses and can also inform professional development learning for mathematics faculty.

Contributor Notes

Maxine T. Roberts, Education Commission of the States, Denver, CO 80203; maxtr45@gmail.com

Daniel J. Almeida, California Polytechnic State University, San Luis Obispo, CA 93407; dalmeida@calpoly.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
19
Article Category:
Research Article
Received:
30 Jun 2021
Accepted:
10 Dec 2021
Print Publication Date:
01 May 2023
Online Publication Date:
May 2023
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