Citations (22)
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Alesia Mickle Moldavan & Monica Lyn Gonzalez. (2023) Engaging Preservice Teachers with Equity-Related Cases to Make Visible the Inequities in Mathematics Teaching. Action in Teacher Education 45:4, pages 282-301.
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Christopher C. Jett & Clarence L. Terry$suffix/text()$suffix/text(). (2023) Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers. Theory Into Practice 62:4, pages 420-430.
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Stefanie D. Livers & Craig J. Willey. (2023) Preparing Preservice Teachers to Teach Equitably: A Longitudinal, Collaborative Interrogation of Two Mathematics Teacher Educators’ Positionalities. Studying Teacher Education 19:3, pages 289-313.
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Antar A. Tichavakunda. (2023) Understanding Black students beyond resistance: the tensions of centering Black life. Race Ethnicity and Education 26:5, pages 585-601.
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Mallika Scott & Thomas M. Philip. (2023) “We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners. Cognition and Instruction 41:3, pages 291-315.
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R. Taylor McNeill, Luis A. Leyva & Brittany Marshall. (2022) “They’re just students. There’s no clear distinction”: A critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction. Journal of the Learning Sciences 31:4-5, pages 630-672.
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Nickolaus A. Ortiz & Naomi Jessup. (2022) Blackness and the Pandemic: Critiquing the Mathematics Curriculum in a Large Urban City. Equity & Excellence in Education 55:4, pages 357-370.
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Ebony O. McGee, Portia K. Botchway, Dara E. Naphan-Kingery, Amanda J. Brockman, Stacey Houston$suffix/text()$suffix/text() & Devin T. White. (2022) Racism camouflaged as impostorism and the impact on Black STEM doctoral students. Race Ethnicity and Education 25:4, pages 487-507.
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Jodie Hunter. (2022) Challenging and disrupting deficit discourses in mathematics education: positioning young diverse learners to document and share their mathematical funds of knowledge. Research in Mathematics Education 24:2, pages 187-201.
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Naomi W. Nishi. (2022) White racial bonding-at-work in higher ed STEM . International Journal of Qualitative Studies in Education 35:4, pages 374-392.
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Terrell R. Morton, Monica L. Miles, ReAnna S. Roby & Nickolaus A. Ortiz. (2022) “All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education. Journal of Science Teacher Education 33:2, pages 131-153.
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Naomi W. Nishi. (2021) White Hoarders: A Portrait of Whiteness and Resource Allocation in College Algebra. The Journal of Higher Education 92:7, pages 1164-1185.
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Kate le Roux & Dalene Swanson. (2021) Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality. Research in Mathematics Education 23:3, pages 323-337.
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Luis A. Leyva, R. Taylor McNeill, Brittany L. Marshall & Oscar A. Guzmán. (2021) “It Seems like They Purposefully Try to Make as Many Kids Drop”: An Analysis of Logics and Mechanisms of Racial-Gendered Inequality in Introductory Mathematics Instruction. The Journal of Higher Education 92:5, pages 784-814.
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Bhaskar Upadhyay, Erin Atwood & Baliram Tharu. (2021) Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School. Journal of Science Teacher Education 32:5, pages 518-536.
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Gregory V. Larnell & Danny B. Martin. (2021) Home as the Quintessential Anti-Racist School: Reflections on Black Logics of Place and Opportunity, Parenting and Learning, Being and Striving. Multicultural Perspectives 23:3, pages 173-180.
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Dorinda J. Carter Andrews & Missy D. Cosby. (2021) Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward. Multicultural Perspectives 23:3, pages 135-142.
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Christopher C. Jett. (2021) The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors. Investigations in Mathematics Learning 13:1, pages 18-28.
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Luis A. Leyva, Ruby Quea, Keith Weber, Dan Battey & Daniel López. (2021) Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction. Cognition and Instruction 39:1, pages 1-34.
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Samiha Rahman. (2021) Black Muslim brilliance: Confronting antiblackness and Islamophobia through transnational educational migration. Curriculum Inquiry 51:1, pages 57-74.
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Nicole M. Joseph. (2021) Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system. Curriculum Inquiry 51:1, pages 75-97.
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Alison Munzer & Elizabeth A. van Es. “Connecting the dots”: Noticing Interviews Support a Novice Teacher’s Identity Work. The New Educator 0:0, pages 1-20.
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