First Advisor

Anita Bright

Term of Graduation

Spring 2020

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction


Curriculum & Instruction




Mathematics -- Study and teaching (Secondary), Minority youth -- Education, Academic achievement



Physical Description

1 online resource (vii, 231 pages)


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.


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