Institutional factors that affect the mathematical achievement of African American females

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dc.contributor Erevelles, Nirmala
dc.contributor McKnight, Douglas
dc.contributor Tomlinson, Stephen
dc.contributor Zelkowski, Jeremy S.
dc.contributor.advisor Adams, Natalie G.
dc.contributor.author Chatman, Audrey Eileen
dc.date.accessioned 2017-03-01T14:46:36Z
dc.date.available 2017-03-01T14:46:36Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000700
dc.identifier.other Chatman_alatus_0004D_10855
dc.identifier.uri https://ir.ua.edu/handle/123456789/1205
dc.description Electronic Thesis or Dissertation
dc.description.abstract This dissertation explored how institutional factors impact the mathematical achievement of African American middle school females. The purpose of the research was to provide insight into African American females' perception of their mathematics experiences and demonstrate how both internal and external factors contribute to their achievement. Data collection occurred at a middle school in Southeastern Alabama and included classroom observations, individual interviews, participant journals, and analysis of state standardized assessments, report card grades, discipline information, and system-wide benchmarks. The achievement gap and resiliency research served as the framework for analyzing the effect of motivational factors on the achievement of African American females in mathematics. The findings in this study established that internal resiliency factors, such as persistence and confidence in self are essential to continuous improvement in mathematics. Further the data demonostrated that school related factors such as teacher, peer interaction, and engaging strategies assist in shaping students' attitude towards mathematics. The implications for this research are for educators to reassess hidden biases and begin to view African American females as a rising minority model for resiliency and mathematical excellence.
dc.format.extent 169 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other African American studies
dc.subject.other Mathematics education
dc.subject.other Gender studies
dc.title Institutional factors that affect the mathematical achievement of African American females
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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