Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
Browse
2 results
Search Results
Item Embracing mathematics identity in an African-centered school: Construction and interaction of racial and mathematical student identities(2010) Nyamekye, Farhaana; Chazan, Daniel; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: EMBRACING MATHEMATICS IDENTITY IN AN AFRICAN-CENTERED SCHOOL: CONSTRUCTION AND INTERACTION OF RACIAL AND MATHEMATICAL STUDENT IDENTITIES Farhaana Nyamekye, Ph.D, 2010 Directed By: Associate Professor of Mathematics Education, Daniel Chazan, Curriculum and Instruction This dissertation is a report of a multiple case study of eight seventh grade African American students attending an African-centered school. This African-centered school is attended solely by children of African descent and adheres to a system of African cultural values, focusing on culture, relationships, and academic excellence. The report provides in depth case analyses of two of these students as they navigate their multiple identities. The foci of the analyses are on the students' construction of their math learner identities and racial identities and on their construction of both of these identities taken together. Phenomenological variant of ecological systems theory illuminates the challenges and supports that these students encounter in constructing their identities. The mathematics and racial socialization practices within the school and within the students' home environments are documented within this report as support mechanisms that provide opportunities for the students to construct identities as African American mathematics learners. The findings suggest that academic spaces that reduce the stress of racism and help students to value their racial identity may be particularly important spaces for other African American mathematics learners. The findings also have positive implications for the implementation of African and African American cultural practices and programs that can help other African American learners to positively construct identities as both African Americans and math learners. The documented findings raise critical questions about whether other African American learners that share the historical legacy of enslavement with the students in this study would benefit from African-centered schooling, despite the heterogeneity within this population.Item The Transition of a Historically Black College to a Predominantly White Institution(2004-01-03) Brown, Ruth Payne; Dudley, James; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigates the evolution of Bluefield State College from Black to White. The college is located in Bluefield, West Virginia and was founded in 1895 as an all-Black institution. By 1980 it lost that identity. This study attempted to determine why that transition occurred. The research examined the forces that played an essential role in the transition. They included the demographics of the college community, the socio-economic-politico forces, curricular and programmatic changes, and the role of the Alumni Association. These forces were examined from the pre-Brown vs. Board of Education 1954 Supreme Court decision throughout the transition to determine how each force impacted, influenced, or provided direction for the transition. Both a qualitative and quantitative approach was used to study these forces. The literature review included the history of Bluefield State College and other historically Black colleges regarding desegregation. The study also relied on media accounts, journals, magazines and other documents. Brown's Tipping Point Theory (2002) and Parker's Critical Race Theory (2003) provided a frame of reference to examine the social, economic and political forces affecting the transition. Descriptive data were gathered through the administration of 100 survey questionnaires and ten in-depth interviews. The findings indicated that all the forces except the role of the Alumni Association combined and interacted to bring about the transition of Bluefield State College from an all-Black to a predominantly White institution. While the 1954 Brown decision played a critical role it did not act alone to bring about the transition. Further, the findings of this study are consistent with Brown's (2002) earlier study of Bluefield State College and are also supported by Parker's (2004) Critical Race Theory and his research on desegregation. Finally, evidence that emerged from the study suggested that the Alumni Association remains the last vestige of Black tradition at Bluefield State College.