Black Male Success in Higher Education
portes grátis
Black Male Success in Higher Education
How the Mathematical Brotherhood Empowers a Collegiate Community to Thrive
Jett, Christopher C.
Teachers' College Press
08/2022
208
Mole
Inglês
9780807767405
15 a 20 dias
Descrição não disponível.
Contents
Foreword Duane Cooper ?xi
Prelude ?xiii
Acknowledgments ?xvii
Introduction ?1
Why Mathematics? ?2
Why Brothers? ?5
HBCUs ?8
Scholarship on Mathematics at HBCUs ?10
Overview of the Book ?11
1. ?Morehouse Mathematics ?13
Morehouse College: An Institutional Portrait ?13
Morehouse Mathematics: A Historical Portrait ?15
Morehouse Mathematics: A Contemporary Portrait ?19
2. ?The Brothers' Journey to Morehouse Mathematics ?26
Family Dynamics ?26
Journey to Mathematics ?27
Journey to Morehouse ?38
Conclusion ?42
3. ?The Mathematical Brotherhood ?44
Morehouse's Brotherhood ?44
Major Declaration ?46
The Mathematical Brotherhood ?49
Mathematical Persistence ?53
Mathematical Trials and Tribulations ?56
Division Among the Brothers ?61
Conclusion ?63
4. ?The Faculty ?65
The Mathematics Faculty ?65
Student-Generated Descriptions of the Mathematics Faculty ?69
Less Highly Regarded Mathematics Faculty ?75
Faculty Improvements ?78
Non-Mathematics Faculty ?80
Conclusion ?82
5. ?Morehouse's Mathematics Learning Community ?84
Math Lab ?84
Third Floor Respect ?87
Third Floor Disrespect ?89
Collegiate Activities and Events ?92
Alumni-Related Activities and Events ?99
Summary of Activities and Events to Promote Community ?102
Conclusion ?103
6. ?The Brothers' Racialized Experiences ?105
Racialized K-12 Experiences ?105
Racialized Experiences in Math-Related Contexts ?109
Racialized Experiences in Everyday Life ?113
Morehouse as a Racially Affirming Space ?118
Conclusion ?120
7. ?Moving Forward ?121
Future Goals and Aspirations ?121
Implications for Undergraduate Math Education ?124
Implications for Families ?128
Implications for K-12 Math Education ?130
Implications for Broadening the Participation of Black Men in the Mathematical Sciences ?132
Implications for Policy ?134
Implications for Future Research ?135
Coda ?137
Afterword Erica N. Walker ?139
Appendix A: Theoretical and Methodological Notes ?143
Appendix B: Observational Data ?147
Appendix C: Fraternal Vocabulary ?151
Appendix D: Acronym Glossary ?153
Notes ?155
References ?157
Index ?175
About the Author ?183
Foreword Duane Cooper ?xi
Prelude ?xiii
Acknowledgments ?xvii
Introduction ?1
Why Mathematics? ?2
Why Brothers? ?5
HBCUs ?8
Scholarship on Mathematics at HBCUs ?10
Overview of the Book ?11
1. ?Morehouse Mathematics ?13
Morehouse College: An Institutional Portrait ?13
Morehouse Mathematics: A Historical Portrait ?15
Morehouse Mathematics: A Contemporary Portrait ?19
2. ?The Brothers' Journey to Morehouse Mathematics ?26
Family Dynamics ?26
Journey to Mathematics ?27
Journey to Morehouse ?38
Conclusion ?42
3. ?The Mathematical Brotherhood ?44
Morehouse's Brotherhood ?44
Major Declaration ?46
The Mathematical Brotherhood ?49
Mathematical Persistence ?53
Mathematical Trials and Tribulations ?56
Division Among the Brothers ?61
Conclusion ?63
4. ?The Faculty ?65
The Mathematics Faculty ?65
Student-Generated Descriptions of the Mathematics Faculty ?69
Less Highly Regarded Mathematics Faculty ?75
Faculty Improvements ?78
Non-Mathematics Faculty ?80
Conclusion ?82
5. ?Morehouse's Mathematics Learning Community ?84
Math Lab ?84
Third Floor Respect ?87
Third Floor Disrespect ?89
Collegiate Activities and Events ?92
Alumni-Related Activities and Events ?99
Summary of Activities and Events to Promote Community ?102
Conclusion ?103
6. ?The Brothers' Racialized Experiences ?105
Racialized K-12 Experiences ?105
Racialized Experiences in Math-Related Contexts ?109
Racialized Experiences in Everyday Life ?113
Morehouse as a Racially Affirming Space ?118
Conclusion ?120
7. ?Moving Forward ?121
Future Goals and Aspirations ?121
Implications for Undergraduate Math Education ?124
Implications for Families ?128
Implications for K-12 Math Education ?130
Implications for Broadening the Participation of Black Men in the Mathematical Sciences ?132
Implications for Policy ?134
Implications for Future Research ?135
Coda ?137
Afterword Erica N. Walker ?139
Appendix A: Theoretical and Methodological Notes ?143
Appendix B: Observational Data ?147
Appendix C: Fraternal Vocabulary ?151
Appendix D: Acronym Glossary ?153
Notes ?155
References ?157
Index ?175
About the Author ?183
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Black male success in college; black male achievement and universities; black math learning community; Morehouse College; racial challenges, mathematical spaces, and society; Black masculinity and critical race theory; Black male math majors; improving Black boys’ and men’s mathematics achievement; improving Black boy and black men academic outcomes; racially affirming learning community; HBCU multigenerational legacy of success; Black male persistence in mathematics; black student outcomes; Black colleges and universities; black student math majors in college and university; teaching black students math in university
Contents
Foreword Duane Cooper ?xi
Prelude ?xiii
Acknowledgments ?xvii
Introduction ?1
Why Mathematics? ?2
Why Brothers? ?5
HBCUs ?8
Scholarship on Mathematics at HBCUs ?10
Overview of the Book ?11
1. ?Morehouse Mathematics ?13
Morehouse College: An Institutional Portrait ?13
Morehouse Mathematics: A Historical Portrait ?15
Morehouse Mathematics: A Contemporary Portrait ?19
2. ?The Brothers' Journey to Morehouse Mathematics ?26
Family Dynamics ?26
Journey to Mathematics ?27
Journey to Morehouse ?38
Conclusion ?42
3. ?The Mathematical Brotherhood ?44
Morehouse's Brotherhood ?44
Major Declaration ?46
The Mathematical Brotherhood ?49
Mathematical Persistence ?53
Mathematical Trials and Tribulations ?56
Division Among the Brothers ?61
Conclusion ?63
4. ?The Faculty ?65
The Mathematics Faculty ?65
Student-Generated Descriptions of the Mathematics Faculty ?69
Less Highly Regarded Mathematics Faculty ?75
Faculty Improvements ?78
Non-Mathematics Faculty ?80
Conclusion ?82
5. ?Morehouse's Mathematics Learning Community ?84
Math Lab ?84
Third Floor Respect ?87
Third Floor Disrespect ?89
Collegiate Activities and Events ?92
Alumni-Related Activities and Events ?99
Summary of Activities and Events to Promote Community ?102
Conclusion ?103
6. ?The Brothers' Racialized Experiences ?105
Racialized K-12 Experiences ?105
Racialized Experiences in Math-Related Contexts ?109
Racialized Experiences in Everyday Life ?113
Morehouse as a Racially Affirming Space ?118
Conclusion ?120
7. ?Moving Forward ?121
Future Goals and Aspirations ?121
Implications for Undergraduate Math Education ?124
Implications for Families ?128
Implications for K-12 Math Education ?130
Implications for Broadening the Participation of Black Men in the Mathematical Sciences ?132
Implications for Policy ?134
Implications for Future Research ?135
Coda ?137
Afterword Erica N. Walker ?139
Appendix A: Theoretical and Methodological Notes ?143
Appendix B: Observational Data ?147
Appendix C: Fraternal Vocabulary ?151
Appendix D: Acronym Glossary ?153
Notes ?155
References ?157
Index ?175
About the Author ?183
Foreword Duane Cooper ?xi
Prelude ?xiii
Acknowledgments ?xvii
Introduction ?1
Why Mathematics? ?2
Why Brothers? ?5
HBCUs ?8
Scholarship on Mathematics at HBCUs ?10
Overview of the Book ?11
1. ?Morehouse Mathematics ?13
Morehouse College: An Institutional Portrait ?13
Morehouse Mathematics: A Historical Portrait ?15
Morehouse Mathematics: A Contemporary Portrait ?19
2. ?The Brothers' Journey to Morehouse Mathematics ?26
Family Dynamics ?26
Journey to Mathematics ?27
Journey to Morehouse ?38
Conclusion ?42
3. ?The Mathematical Brotherhood ?44
Morehouse's Brotherhood ?44
Major Declaration ?46
The Mathematical Brotherhood ?49
Mathematical Persistence ?53
Mathematical Trials and Tribulations ?56
Division Among the Brothers ?61
Conclusion ?63
4. ?The Faculty ?65
The Mathematics Faculty ?65
Student-Generated Descriptions of the Mathematics Faculty ?69
Less Highly Regarded Mathematics Faculty ?75
Faculty Improvements ?78
Non-Mathematics Faculty ?80
Conclusion ?82
5. ?Morehouse's Mathematics Learning Community ?84
Math Lab ?84
Third Floor Respect ?87
Third Floor Disrespect ?89
Collegiate Activities and Events ?92
Alumni-Related Activities and Events ?99
Summary of Activities and Events to Promote Community ?102
Conclusion ?103
6. ?The Brothers' Racialized Experiences ?105
Racialized K-12 Experiences ?105
Racialized Experiences in Math-Related Contexts ?109
Racialized Experiences in Everyday Life ?113
Morehouse as a Racially Affirming Space ?118
Conclusion ?120
7. ?Moving Forward ?121
Future Goals and Aspirations ?121
Implications for Undergraduate Math Education ?124
Implications for Families ?128
Implications for K-12 Math Education ?130
Implications for Broadening the Participation of Black Men in the Mathematical Sciences ?132
Implications for Policy ?134
Implications for Future Research ?135
Coda ?137
Afterword Erica N. Walker ?139
Appendix A: Theoretical and Methodological Notes ?143
Appendix B: Observational Data ?147
Appendix C: Fraternal Vocabulary ?151
Appendix D: Acronym Glossary ?153
Notes ?155
References ?157
Index ?175
About the Author ?183
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Black male success in college; black male achievement and universities; black math learning community; Morehouse College; racial challenges, mathematical spaces, and society; Black masculinity and critical race theory; Black male math majors; improving Black boys’ and men’s mathematics achievement; improving Black boy and black men academic outcomes; racially affirming learning community; HBCU multigenerational legacy of success; Black male persistence in mathematics; black student outcomes; Black colleges and universities; black student math majors in college and university; teaching black students math in university
