Date of Award

8-2024

Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Higher Education PhD

First Advisor

Katalin Szelényi

Second Advisor

Denise Patmon

Third Advisor

Bryan Dewsbury

Abstract

This dissertation explores the math identity development of Black and Latinx students who are taking developmental math classes in a community college setting. The study delves deep into the incorporation of inclusive pedagogical practices in the classroom. Placing emphasis on the successes of the students, the research is based on Martin’s (2000) Mathematical Identity Framework and guided by the lens of Harper’s (2010) Anti-Deficit Framework. Although both students and faculty members were interviewed using narrative inquiry as methodological approach, this qualitative study centers around the Black and Latinx student as the unit of analysis. The study took place in two community college sites where professors included the components of Dewsbury’s (2020) Deep Teaching Model while interacting with students in the classroom. Stereotype threat and math anxiety served as sensitizing concepts in the study and findings depict how these conditions affect Black and Latinx students learning math. Student narratives also describe how classroom experiences shape students’ ability to see themselves as math learners. Furthermore, students reflected on how these experiences led them to developing their beliefs around being a part of the math community. Finally, growth mindset, as exhibited by both the faculty members and student participants, played a significant role in the development of math identities. The results of the study offer suggestions to educators and policymakers on how to help students facing barriers learning math strengthen their math identities and their sense of belonging in math classes.

Comments

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