An Examination of Black Male Success in High School Mathematics

<p>For a national sample of Black male students, what is the relative impact of instructional technology on 10th and 12th grade math scores? This dissertation employs two waves of the Education Longitudinal Study (2002 & 2004) and multivariate statistical techniques to explore the relative importance of instructional technology (implementation by teachers and training for teachers), student perception of math ability, teacher and school effects, as well as socioeconomic status on high school math scores for this unique population.</p> <p>Bourdieu’s cultural and social capital, Coleman’s cultural capital and social action, Martin’s equity-based math education, and Gutierrez’s socio-political mathematics will serve as theoretical lenses for this work.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Urban Education

Grantor

The Graduate School and University Center of The City University of New York

Year dc:date.available

2016

Author dc:creator

• Walters, David, Jr.

Advisor dc:contributor.advisor

• Juan Battle

Committee members dc:contributor.committeemember

• Anthony Picciano
• Dante Tawfeeq

• Science and Mathematics Education
• instructional technology
• mathematics
• black males
• socioeconomic status
• student perception of math ability

Repository record dc:identifier

https://academicworks.cuny.edu/gc_etds/1251

OAI identifier oai:identifier

oai:academicworks.cuny.edu:gc_etds-2241