Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Anita Bright
Term of Graduation
Spring 2020
Date of Publication
4-10-2020
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Department
Curriculum & Instruction
Language
English
Subjects
Mathematics -- Study and teaching (Secondary), Minority youth -- Education, Academic achievement
DOI
10.15760/etd.7329
Physical Description
1 online resource (vii, 231 pages)
Abstract
Nationally, the percentage of high school students taking higher-level mathematics courses (beyond Algebra 2) has increased from the late 20th century to the present. However, as compared to White high school students enrolled in advanced math classes, the rate is lower among students of color, specifically students who identify as Latinx, African American, or Native American. My school district (a suburban district in the Northwestern United States) is working to address this problem by implementing several district-wide initiatives that focus on increasing students' engagement in mathematics, which focuses teacher pedagogy on leveraging mathematics communities to support collaborative mathematics dialogue. The problem addressed in this study is whether these district-led initiatives are successfully supporting student mathematics identity, self-empowerment, and academic agency in ways that are culturally sustaining. The purpose of this interview study is to amplify the voices of several Latinx high school students identified by their mathematics teachers as being strong mathematics learners. The students can give essential insight into how the initiatives have supported their mathematics identity, self-empowerment, and academic agency, as well as detail what teaching strategies need to be enhanced to further support student mathematics learning. These students' voices are critical to the school district as we can learn from these students' mathematics experiences to holistically improve mathematics pedagogy.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/33231
Recommended Citation
Cohen, Brea Justine, "Amplifying Latinx Voice through Interview Study: Highlighting Mathematics Identity as a Pathway to Student Self-Empowerment and Academic Agency" (2020). Dissertations and Theses. Paper 5456.
https://doi.org/10.15760/etd.7329