Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?

References

• Alliman-Brissett, A. E., & Turner, S. L. (2010). Racism, parent support, and math-based career interests, efficacy, and outcome expectations among African American adolescents. Journal of Black Psychology, 36(2), 197–225. https://doi.org/10.1177/0095798409351830
   Web of Science ®Google Scholar
• Berry, R. Q., III. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 330–351. https://www.jstor.org/stable/40539311
   Web of Science ®Google Scholar
• Berry, R. Q., III, Thunder, K., & McClain, O. L. (2011). Counter narratives: Examining the mathematics and racial identities of Black boys who are successful with school mathematics. Journal of African American Males in Education, 2(1), 10–23. https://bma.issuelab.org/resources/22930/22930.pdf
   Google Scholar
• Beyers, J. (2011). Student dispositions with respect to mathematics: What current literature says. In D. Brahier (Ed.), Motivation and disposition: Pathways to learning mathematics (pp. 69–79). Publisher.
   Google Scholar
• Bosco, F. A., Aguinis, H., Singh, K., Field, J. G., & Pierce, C. A. (2015). Correlational effect size benchmarks. The Journal of Applied Psychology, 100(2), 431–449. https://doi.org/10.1037/a0038047
   PubMed Web of Science ®Google Scholar
• Chang, Y. L. (2012). A study of fifth graders’ mathematics self-efficacy and mathematical achievement. The Asia-Pacific Education Researcher, 21(3), 519–525.
   Web of Science ®Google Scholar
• Clark, L. M., Badertscher, E. M., & Napp, C. (2013). African American mathematics teachers as agents in their African American students’ mathematics identity formation. Teachers College Record, 115(2), 1–36. http://www.tcrecord.org/Content.asp?ContentId=16835
   Web of Science ®Google Scholar
• Cobb, P., & Hodge, L. L. (2011). Culture, identity, and equity in the mathematics classroom. In A. J. Bishop, E. Yackel, K. Gravemeijer, & A. Sfard (Eds.), Mathematics education library: A journey in mathematics education research: Insights from the work of Paul Cobb (Vol. 48, pp. 179–195). Springer. https://doi.org/10.1007/978-90-9729-3
   Google Scholar
• Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048–1062. https://doi.org/10.1111/cdev.12363
   PubMed Web of Science ®Google Scholar
• Davis, J., & Jett, C. C. (Eds.). (2019). Critical race theory in mathematics education. Routledge.
   Google Scholar
• Davis, J., & Martin, D. B. (2018). Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students. Journal of Urban Mathematics Education, 11, 45–68. https://files.eric.ed.gov/fulltext/EJ1199792.pdf
   Google Scholar
• Ellis, M. (2008). Leaving no child behind yet allowing none too far ahead: Ensuring (in)equity in mathematics education through the science of measurement and instruction. Teachers College Record, 110(6), 1330–1356. http://www.tcrecord.org/Content.asp?ContentId=14757
   Google Scholar
• Fan, X., & Konold, T. R. (2010). Canonical correlation analysis. In G. R. Hancock & R. O. Mueller (Eds.), Quantitative methods in social and behavioral sciences: A guide for researchers and reviewers (pp. 29–34). Taylor & Francis.
   Google Scholar
• Fan, X., & Konold, T. R. (2018). Canonical correlation analysis. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (2nd ed., pp. 29–41). Routledge.
   Google Scholar
• Faulkner, V. N., Stiff, L. V., Marshall, P. L., Nietfeld, J., & Crossland, C. L. (2014). Race and teacher evaluations as predictors of algebra placement. Journal for Research in Mathematics Education, 45(3), 288–311. https://doi.org/10.5951/jresematheduc.45.3.0288
   Web of Science ®Google Scholar
• Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673–681. https://doi.org/10.1037/a0027756
   Web of Science ®Google Scholar
• Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: Education, policy, ‘Big Data’and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158–179. https://doi.org/10.1080/13613324.2017.1377417
   Web of Science ®Google Scholar
• Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: education, policy,‘Big Data’and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158–179. https://doi.org/10.1080108021/13613324.2018
   Google Scholar
• Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions. ZDM.
   Google Scholar
• Grootenboer, P., & Marshman, M. (2016). The affective domain, mathematics, and mathematics education. In P. Grootenboer & M. Marshman (Eds.), Mathematics, affect and learning (pp. 13–33). Springer.
   Google Scholar
• Gutiérrez, R. (2008). A” gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357-364. https://www.jstor.org/stable/40539302
   Web of Science ®Google Scholar
• Ingels, S. J., Pratt, D. J., Herget, D. R., Dever, J. A., Fritch, L. B., Ottem, R., Rogers, J. E., Kitmitto, S., & Leinwand, S. (2014). High school longitudinal study of 2009 (HSLS:09). Base year to first follow-up data file documentation (NCES 2014-361). National Center for Education Statistics.
   Google Scholar
• Ingels, S. J., Pratt, D. J., Herget, D. R., Dever, J. A., Fritch, L. B., Ottem, R., Rogers, J. E., Kitmitto, S., & Leinwand, S. (2014). High school longitudinal study of 2009 (HSLS:09). Base year to first follow-up data file documentation (NCES 2014–361). National Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED566098.pdf
   Google Scholar
• Jett, C. C. (2012). Critical race theory interwoven with mathematics education research. Journal of Urban Mathematics Education, 5(1), 21–30. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1028.4656&rep=rep1&type=pdf
   Google Scholar
• Jett, C. C. (2019). Mathematical persistence among four African American male graduate students: A critical race analysis of their experiences. Journal for Research in Mathematics Education, 50(3), 311–340. https://doi.org/10.5951/jresematheduc.50.3.0311
   Web of Science ®Google Scholar
• Kuehnert, E., Cason, M., Young, J., & Pratt, S. (2019). A meta-analysis of reform-based professional development in STEM: Implications for effective praxis. International Journal of Technology in Education (IJTE), 2(1), 60–68. https://www.ijte.net/index.php/ijte/article/view/12
   Google Scholar
• Ladson-Billings, G. (2009). Race still matters: Critical race theory in education. In M. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge international handbook of critical educa- tion (pp. 110–122). Routledge.
   Google Scholar
• Ladson-Billings, G. (2013). “Stakes Is High„: Educating New Century Students. The Journal of Negro Education, 82(2), 105–110. https://doi.org/10.7709/jnegroeducation.82.2.0105
   Google Scholar
• Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29. https://doi.org/10.1177/002205741619600104
   Google Scholar
• Lazarides, R., & Ittel, A. (2013). Mathematics interest and achievement: What role do perceived parent and teacher support play? A longitudinal analysis. International Journal of Gender, Science and Technology, 5(3), 207–231.
   Google Scholar
• Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q., III. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261–270. https://doi.org/10.1177/0022487109359927
   Web of Science ®Google Scholar
• Leonard, J., & Martin, D. B. (Eds.). (2013). The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse. Information Age.
   Google Scholar
• Lipman, P. (2003). High-stakes education: Inequality, globalization, and urban school reform. Routledge.
   Google Scholar
• Martin, D. (2000). Mathematics success and failure among African-American youth. Erlbaum Associates.
   Google Scholar
• Martin, D. B. (2009a). Researching race in mathematics education. Teachers College Record, 111(2), 295–338. http://www.tcrecord.org/Content.asp?ContentId=15226
   Web of Science ®Google Scholar
• Martin, D. B. (2009b). Mathematics teaching, learning, and liberation in the lives of Black children. Routledge.
   Google Scholar
• Martin, D. B. (2012). Learning mathematics while Black. Educational Foundation, 26(1), 47–66. http://intraweb.stockton.edu/eyos/page.cfm?siteID=144&pageID=10
   Google Scholar
• McGee, E. O. (2013). Growing up black and brilliant: Narratives of two mathematically high- achieving college students. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 247–272). Information Age. https://doi.org/10.2307/30034845
   Google Scholar
• Nasir, N. I. S., & Saxe, G. B. (2003). Ethnic and academic identities: A cultural practice perspective on emerging tensions and their management in the lives of minority students. Educational Researcher, 32(5), 14–18. https://doi.org/10.3102/0013189X032005014
   Google Scholar
• Nasiriyan, A., Azar, H. K., Noruzy, A., & Dalvand, M. R. (2011). A model of self- efficacy, task value, achievement goals, effort and mathematics achievement. International Journal of Academic Research, 3(2), 612–618. https://scholar.google.com/scholar?cluster=10981137140993938012&hl=en&as_sdt=5,44&sciodt=0,44
   Google Scholar
• National Center of Education Statistics. (2016, August). Indicator 13: High school course taking. Status and Trends in the Education of Racial and Ethnic groups. https://nces.ed.gov/programs/raceindicators/indicator_RCD.asp
   Google Scholar
• O’brien, V., Martinez-Pons, M., & Kopala, M. (1999). Mathematics self-efficacy, ethnic identity, gender, and career interests related to mathematics and science. The Journal of Educational Research, 92(4), 231–235. https://doi.org/10.1080/00220679909597600
   Web of Science ®Google Scholar
• Office for Civil Rights, US Department of Education [OCR]. (2018). STEM course taking. https://www2.ed.gov/about/offices/list/ocr/docs/stem-course-taking.pdf
   Google Scholar
• Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48. https://doi.org/10.1080/01443410.2013.797339
   Web of Science ®Google Scholar
• Salmon-Nembhard, S. S. (2016). Black middle school students’ mindsets and mathematics success. Dissertation abstracts International Section A: Humanities and Social Sciences, 76(10–A), E. http://oma.osu.edu/vice_provost/ner/index.html
   Google Scholar
• Schunk, D. H. (2012). Learning theories: An educational perspective (3rd ed.). Merrill/Prentice Hall.
   Google Scholar
• Sherry, A., & Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84(1), 37–48. https://doi.org/10.1207/s15327752jpa8401_09
   PubMed Web of Science ®Google Scholar
• Spencer, J. A. (2010). Identity at the crossroads: Understanding the practices and forces that shape African American success and struggle in mathematics. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 201–232). Routledge.
   Google Scholar
• Stinson, D. W. (2008). Negotiating sociocultural discourses: The counter-storytelling of academically (and mathematically) successful African American male students. American Educational Research Journal, 45(4), 975–1010. https://doi.org/10.3102/0002831208319723
   Web of Science ®Google Scholar
• Stinson, D. W. (2009). Negotiating sociocultural discourses: The counter-storytelling of academically and mathematically successful African American male students. In D. B. Martin (Ed.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 265–288). Routledge.
   Google Scholar
• Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counter stories from mathematically successful African American male students: Implications for mathematics teacher and teacher educators. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 221–245). Information Age.
   Google Scholar
• Tate, W. F. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22(1), 195–247. https://doi.org/10.3102/0091732X022001195
   Web of Science ®Google Scholar
• Thomas, C. (2017). Seventh grade African-American male students’ perceptions: How teachers’ pedagogy affect the mathematics self-efficacy of seventh grade African American males. Dissertation Abstracts International Section A: Humanities and Social Sciences, 77(9–A), E.
   Google Scholar
• Thompson, B. (2000). Canonical correlation analysis. In L. Grimm & P. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 285–316). American Psychological Association.
   Google Scholar
• Upadyaya, K., & Eccles, J. S. (2014). How do teachers’ beliefs predict children’s interest in math from kindergarten to sixth grade? Merrill-Palmer Quarterly (1982), 60(4), 403–430. https://doi.org/10.13110/merrpalmquar1982.60.4.0403
   Web of Science ®Google Scholar
• Varelas, M., Martin, D. B., & Kane, J. (2012). Content learning and identity construction (CUC): An interpretive framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55(5–6), 319–339. https://doi.org/10.1159/000345324
   Web of Science ®Google Scholar
• Walker, E. N. (2014). Kinships and Communities. In E. Walker (Ed.), Beyond Banneker: Black mathematicians and the paths to excellence (pp. 19–42). SUNY.
   Google Scholar
• White, D. Y., Murray, E. C., & Brunaud-Vega, V. (2012). Discovering multicultural mathematics dispositions. Journal of Urban Mathematics Education, 5(1), 31–43. https://www.researchgate.net/profile/Victor_Brunaud_Vega/publication/331559997_Discovering_Multicultural_Mathematics_Dispositions/links/5c8064e2299bf1268d40554b/Discovering-Multicultural-Mathematics-Dispositions.pdf
   Google Scholar
• Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. Lerner, L. Liben, & U. Mueller (Eds.), Handbook of child psychology and developmental science. John Wiley.
   Google Scholar
• Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51(4), 332–347. https://doi.org/10.1002/pits.21756
   Google Scholar
• Young, J., Young, J., & Witherspoon, T. (2019). Informing Informal STEM Learning: Implications for Mathematics Identity in African American Students. Journal of Mathematics Education, 12(1), 39–56. http://educationforatoz.com/images/2019-1-3-Young_et_al_LM_AS_Final.pdf
   Google Scholar
• Young, J., & Young, J. L. (2018). We can Achieve if We Receive: Examining the Effects of Out-of-School Time Activities on Black Student Achievement in Mathematics. Equity & Excellence in Education, 51(2), 182–198. https://doi.org/10.1080/10665684.2018.1506952
   Web of Science ®Google Scholar
• Young, J. L., Ero-Tolliver, I., Young, J. R., & Ford, D. Y. (2017). Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black girls. Journal of Urban Learning, Teaching, and Research, 13, 174–183. https://files.eric.ed.gov/fulltext/EJ1149860.pdf
   Google Scholar
• Young, J. L., Young, J. R., & Ford, D. Y. (2019). Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color. Roeper Review, 41(1), 8–19. https://doi.org/10.1080/02783193.2018.1553215
   Google Scholar