Institutional factors that affect the mathematical achievement of African American females

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dc.contributorErevelles, Nirmala
dc.contributorMcKnight, Douglas
dc.contributorTomlinson, Stephen
dc.contributorZelkowski, Jeremy S.
dc.contributor.advisorAdams, Natalie G.
dc.contributor.authorChatman, Audrey Eileen
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T14:46:36Z
dc.date.available2017-03-01T14:46:36Z
dc.date.issued2011
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis 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.en_US
dc.format.extent169 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000700
dc.identifier.otherChatman_alatus_0004D_10855
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1205
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectAfrican American studies
dc.subjectMathematics education
dc.subjectGender studies
dc.titleInstitutional factors that affect the mathematical achievement of African American femalesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.

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