09/30/2024 | Press release | Distributed by Public on 09/30/2024 17:51
By Jenna Somers
A recent study finds that Black high-school students tend not to believe that their teachers are adequately prepared to teach them math in appropriate ways, have negative perceptions of their math ability, and lack awareness about the intersection between math and their desired careers.
Published in the American Educational Research Journal, the study-"'He's Probably the Only Teacher I've Actually Learned From': Marginalized Students' Experiences With and Self-Perceptions of High School Mathematics"-was led by researchers at Vanderbilt Peabody College of education and human development and included student interns from the University of Puerto Rico and Fisk University. The research team emphasizes the need for inclusive and equitable teaching practices to support the math development of marginalized students, especially Black girls.
Ashli-Ann Douglas"One of the key takeaways is that students were generally committed to their learning and vocal about their needs but were often ignored or silenced," said Ashli-Ann Douglas, PhD'22, MS'19, now a research associate at WestEd and the study's lead author. "This was particularly true for Black girls who face unique, added barriers in their math classes. As such, eliciting, listening to, and addressing all students' concerns and suggestions is a useful and practical way for teachers to gather feedback and work toward improving the effectiveness of their instruction and learning environment."
The study engaged 67 focus groups with 251 predominantly Black high-school students experiencing economic marginalization.
Based on the study's findings, the researchers recommend these strategies for educators and schools to develop more inclusive and equitable math teaching practices:
"Our research illustrates the value of asking questions of and listening to your students, as they have many insights to share," said Bethany Rittle-Johnson, professor of psychology and the Anita S. and Antonio M. Gotto Chair in Child Development at Peabody College. "This includes asking about their experiences in math classrooms, perceptions of their math abilities, and the usefulness of the math they are learning. It is especially important to listen to students who may not typically be vocal or centered in math classrooms."