{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/12934"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/12934","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"A qualitative single case study exploring teachers' anti-deficit approaches and perspectives in addressing Black middle school students' math performance.","abstract":"For over a century, systemic racism has plagued the educational system in the United States, leading to disparities that affect Black students' academic achievement in math. The National Assessment of Educational Progress (2023) states that Black students rank the lowest in math standardized assessments. Since 1990, Black students' math assessment scores have not met basic expectations in national, state, and large district rankings. In Duncan County (pseudonym), Florida, the scores still reflect disparities between Black students and other racially non-minoritized students. As schools across the United States continue to recognize the importance of educational equity, the sense of urgency to improve Black students' math performance remains vital. Researching approaches to enhance Black students' math performance not only presents opportunities to support Black student academic excellence in schools but also support Black students' ability to pursue STEM careers or math-related employment in other prominent fields. This qualitative single case study explored four middle school teachers' perspectives and anti-deficit approaches to address math performance among Black students in one urban school in Duncan County, Florida. The study used Harper's (2010) anti-deficit achievement framework to guide the research questions and shape the development of two semi-structured interviews and two questionnaire protocols. The study utilized two key components from the framework, pre-college readiness and socialization and college achievement, to explore teachers' influence and classroom interactions on math performance. Thematic analysis revealed four main themes: (1) advocating for students, (2) accepting student imperfections, (3) providing equitable instructional techniques, and (4) nurturing interpersonal connections. The findings of this study demonstrate that teachers value anti-deficit approaches that acknowledge students' cultural backgrounds, foster motivation and a growth mindset, and cultivate teacher-student connections, helping Black students' math academic performance. The implications of this study underscore the potential of anti-deficit strategies to transform math education by enhancing engagement, self-efficacy, and academic performance for Black students. This research contributes to the broader discourse on educational equity and provides insights for K–12 researchers, nonprofit organizations, teachers, and school administrators.","abstract_html":"For over a century, systemic racism has plagued the educational system in the United States, leading to disparities that affect Black students' academic achievement in math. The National Assessment of Educational Progress (2023) states that Black students rank the lowest in math standardized assessments. Since 1990, Black students' math assessment scores have not met basic expectations in national, state, and large district rankings. In Duncan County (pseudonym), Florida, the scores still reflect disparities between Black students and other racially non-minoritized students. As schools across the United States continue to recognize the importance of educational equity, the sense of urgency to improve Black students' math performance remains vital. Researching approaches to enhance Black students' math performance not only presents opportunities to support Black student academic excellence in schools but also support Black students' ability to pursue STEM careers or math-related employment in other prominent fields. This qualitative single case study explored four middle school teachers' perspectives and anti-deficit approaches to address math performance among Black students in one urban school in Duncan County, Florida. The study used Harper's (2010) anti-deficit achievement framework to guide the research questions and shape the development of two semi-structured interviews and two questionnaire protocols. The study utilized two key components from the framework, pre-college readiness and socialization and college achievement, to explore teachers' influence and classroom interactions on math performance. Thematic analysis revealed four main themes: (1) advocating for students, (2) accepting student imperfections, (3) providing equitable instructional techniques, and (4) nurturing interpersonal connections. The findings of this study demonstrate that teachers value anti-deficit approaches that acknowledge students' cultural backgrounds, foster motivation and a growth mindset, and cultivate teacher-student connections, helping Black students' math academic performance. The implications of this study underscore the potential of anti-deficit strategies to transform math education by enhancing engagement, self-efficacy, and academic performance for Black students. This research contributes to the broader discourse on educational equity and provides insights for K–12 researchers, nonprofit organizations, teachers, and school administrators.","abstract_has_math":false,"creators":["Cash, Kendra J., 1988-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Foster, Marquita D."],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-24T01:07:52Z","subjects":["Anti-deficit approaches.","Math achievement.","Black students.","Qualitative study.","Teacher perspectives.","Educational equity."],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/12934"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For over a century, systemic racism has plagued the educational system in the United States, leading to disparities that affect Black students' academic achievement in math. The National Assessment of Educational Progress (2023) states that Black students rank the lowest in math standardized assessments. Since 1990, Black students' math assessment scores have not met basic expectations in national, state, and large district rankings. In Duncan County (pseudonym), Florida, the scores still reflect disparities between Black students and other racially non-minoritized students. As schools across the United States continue to recognize the importance of educational equity, the sense of urgency to improve Black students' math performance remains vital. Researching approaches to enhance Black students' math performance not only presents opportunities to support Black student academic excellence in schools but also support Black students' ability to pursue STEM careers or math-related employment in other prominent fields. This qualitative single case study explored four middle school teachers' perspectives and anti-deficit approaches to address math performance among Black students in one urban school in Duncan County, Florida. The study used Harper's (2010) anti-deficit achievement framework to guide the research questions and shape the development of two semi-structured interviews and two questionnaire protocols. The study utilized two key components from the framework, pre-college readiness and socialization and college achievement, to explore teachers' influence and classroom interactions on math performance. Thematic analysis revealed four main themes: (1) advocating for students, (2) accepting student imperfections, (3) providing equitable instructional techniques, and (4) nurturing interpersonal connections. The findings of this study demonstrate that teachers value anti-deficit approaches that acknowledge students' cultural backgrounds, foster motivation and a growth mindset, and cultivate teacher-student connections, helping Black students' math academic performance. The implications of this study underscore the potential of anti-deficit strategies to transform math education by enhancing engagement, self-efficacy, and academic performance for Black students. 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The National Assessment of Educational Progress (2023) states that Black students rank the lowest in math standardized assessments. Since 1990, Black students' math assessment scores have not met basic expectations in national, state, and large district rankings. In Duncan County (pseudonym), Florida, the scores still reflect disparities between Black students and other racially non-minoritized students. As schools across the United States continue to recognize the importance of educational equity, the sense of urgency to improve Black students' math performance remains vital. Researching approaches to enhance Black students' math performance not only presents opportunities to support Black student academic excellence in schools but also support Black students' ability to pursue STEM careers or math-related employment in other prominent fields. This qualitative single case study explored four middle school teachers' perspectives and anti-deficit approaches to address math performance among Black students in one urban school in Duncan County, Florida. The study used Harper's (2010) anti-deficit achievement framework to guide the research questions and shape the development of two semi-structured interviews and two questionnaire protocols. The study utilized two key components from the framework, pre-college readiness and socialization and college achievement, to explore teachers' influence and classroom interactions on math performance. Thematic analysis revealed four main themes: (1) advocating for students, (2) accepting student imperfections, (3) providing equitable instructional techniques, and (4) nurturing interpersonal connections. The findings of this study demonstrate that teachers value anti-deficit approaches that acknowledge students' cultural backgrounds, foster motivation and a growth mindset, and cultivate teacher-student connections, helping Black students' math academic performance. The implications of this study underscore the potential of anti-deficit strategies to transform math education by enhancing engagement, self-efficacy, and academic performance for Black students. This research contributes to the broader discourse on educational equity and provides insights for K–12 researchers, nonprofit organizations, teachers, and school administrators."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/12934"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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