From the Hood to Being Hooded: A Case Study of a Black Male PhD.
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| Title: | From the Hood to Being Hooded: A Case Study of a Black Male PhD. |
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| Authors: | McGee, Ebony1 ebony-mcgee@northwestern.edu, Martin, Danny Bernard2,3 |
| Source: | Journal of African American Males in Education. 2011, Vol. 2 Issue 1, p46-65. 20p. |
| Subject Terms: | *Doctoral degree, *African American college students, *Mathematics education |
| Geographic Terms: | United States |
| Abstract: | In this paper, we present a case study of a mathematically successful Black male named Rob. This case comes from a larger study involving 23 Black college students who had successfully negotiated the mathematics pipeline. Rob had recently obtained a PhD in applied mathematics, one of approximately seven Black Americans to do so in the year of his graduation. We highlight Rob's story in order to investigate the question- what does it mean to be a Black male in the context of mathematics learning and participation? The stories of Black men who have traveled far down the road of mathematics can be particularly powerful because they can reflect on their experiences and provide retrospective, first-hand understandings of what it means to endure and persist. We explore a number of themes characterizing Rob's experiences as a Black male and as a doer of mathematics. We give special attention to issues of racial identity, both in terms of Rob's assertion of his identity as well as the assaults that were made on that identity across various time periods and contexts of Rob's life. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of African American Males in Education is the property of Journal of African American Males in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 60071876 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From the Hood to Being Hooded: A Case Study of a Black Male PhD. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McGee%2C+Ebony%22">McGee, Ebony</searchLink><relatesTo>1</relatesTo><i> ebony-mcgee@northwestern.edu</i><br /><searchLink fieldCode="AR" term="%22Martin%2C+Danny+Bernard%22">Martin, Danny Bernard</searchLink><relatesTo>2,3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+African+American+Males+in+Education%22">Journal of African American Males in Education</searchLink>. 2011, Vol. 2 Issue 1, p46-65. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br />*<searchLink fieldCode="DE" term="%22African+American+college+students%22">African American college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper, we present a case study of a mathematically successful Black male named Rob. This case comes from a larger study involving 23 Black college students who had successfully negotiated the mathematics pipeline. Rob had recently obtained a PhD in applied mathematics, one of approximately seven Black Americans to do so in the year of his graduation. We highlight Rob's story in order to investigate the question- what does it mean to be a Black male in the context of mathematics learning and participation? The stories of Black men who have traveled far down the road of mathematics can be particularly powerful because they can reflect on their experiences and provide retrospective, first-hand understandings of what it means to endure and persist. We explore a number of themes characterizing Rob's experiences as a Black male and as a doer of mathematics. We give special attention to issues of racial identity, both in terms of Rob's assertion of his identity as well as the assaults that were made on that identity across various time periods and contexts of Rob's life. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of African American Males in Education is the property of Journal of African American Males in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=60071876 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 46 Subjects: – SubjectFull: Doctoral degree Type: general – SubjectFull: African American college students Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: United States Type: general Titles: – TitleFull: From the Hood to Being Hooded: A Case Study of a Black Male PhD. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McGee, Ebony – PersonEntity: Name: NameFull: Martin, Danny Bernard IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 21539065 Numbering: – Type: volume Value: 2 – Type: issue Value: 1 Titles: – TitleFull: Journal of African American Males in Education Type: main |
| ResultId | 1 |
