Inner City African American Girls' Learning Mathematics: Parental Influence And Classroom Experience As They Impact Mathematics Scores On The Act

<p>The objective of this study was to discover how parents (N=47), through their input at home, influence the mathematical performance of their daughters; how female African American students view their teachers' influence in their mathematical thinking; how critical is the mathematical classroom experience for African American girls; and can positive classroom experiences (teacher implementation of best practices) significantly add to the effect of the parental mathematical input at home. And lastly, how much can the two factors together predict higher mathematics scores on the ACT. Research instruments consisted of parent and student surveys. The participants were African American girls who had taken the ACT ranging in ages from 17-19 years old from two urban high schools located in the Midwestern portion of the United States, and their parents. There were no significant findings in the study.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year dc:date.available

2013

Author dc:creator

• Simeon, Sharon Alicia

Contributors dc:contributor

• Thomas G. Edwards

• ACT
• African
• American
• Experiences
• Girls
• Mathematics
• Curriculum and Instruction

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/699

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1698