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Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years since 'Brown v. Board': Counternarratives of a Five-Generation Family

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Title: Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years since 'Brown v. Board': Counternarratives of a Five-Generation Family
Language: English
Authors: Leonard, Jacqueline, Walker, Erica N., Bloom, Victoria R., Joseph, Nicole M.
Source: Journal of Urban Mathematics Education. Jul 2020 13(1):12-37.
Availability: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Mathematics Education, Educational Attainment, African Americans, Females, Racial Bias, Racial Segregation, School Segregation, School Desegregation, School Resegregation, Numeracy, Resilience (Psychology), Educational History, African American History, Desegregation Litigation, Educational Opportunities, Personal Narratives, Generational Differences, Mathematics Achievement, Student Experience
Laws, Policies and Program Identifiers: Brown v Board of Education
ISSN: 2151-2612
Abstract: In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family's struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of "Brown v. Board of Education." Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative--the mathematics attainment of all Black children. [This article was first published in: J. Ballenger, B. Polnick, & B. Irby (Eds.), "Women of color in STEM: Navigating the workforce" (pp. 79-107). Information Age Publishing, 2017.]
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1264666
Database: ERIC
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  Data: Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years since 'Brown v. Board': Counternarratives of a Five-Generation Family
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  Data: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
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  Data: In this chapter, the authors use Black Feminist Thought (BFT) to examine the mathematics education and the educational attainment of African American females in a matrilineal line that spans five generations. A cross analysis of school experiences, from a maternal great-great-grandmother to her great-great-granddaughter, reveal a portrait of segregation, desegregation, and resegregation. The impact of these educational contexts on the mathematics literacy and mathematics identity of four African American women and the hope and promise of a young girl in the class of 2026 are also presented. From sharecropper schools in Mississippi to prestigious universities in the eastern United States, the challenges and successes of one family's struggle to obtain mathematics literacy and the American dream are discussed through the historical lens of "Brown v. Board of Education." Using this historical context, the specific experiences of these five family members encourage a dialogue about a larger narrative--the mathematics attainment of all Black children. [This article was first published in: J. Ballenger, B. Polnick, & B. Irby (Eds.), "Women of color in STEM: Navigating the workforce" (pp. 79-107). Information Age Publishing, 2017.]
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      – Text: English
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      – SubjectFull: Educational Attainment
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      – SubjectFull: African Americans
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      – SubjectFull: Racial Segregation
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      – SubjectFull: School Resegregation
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      – SubjectFull: Numeracy
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      – SubjectFull: Brown v Board of Education
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      – TitleFull: Mathematics Literacy, Identity Resilience, and Opportunity Sixty Years since 'Brown v. Board': Counternarratives of a Five-Generation Family
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