Print Resources
Banks, J. (2008). An introduction to multicultural education. Boston: Pearson.
This text identifies the overarching goals and addresses common misconceptions of multicultural education. It expounds on how the implementation of multicultural education in our schools and predicts is positive effects on society as a whole.
Brown v. Board of Education of Topeka, 347 US 483. (1954).
Landmark case that changes the landscape of education today.
Catsambis, S., Mulkey, L. M., & Crain, R. L. (2001). For better or for worse? a nationwide study of the social psychological effects of gender and ability grouping in mathematics. Social Psychology of Education, 5(1), 83-115.
This study compares students who are enrolled in schools that use tracking and students in schools that do not use tracking. It considers the effects of tracking on males and females separately.
Chambers, T. (2009). The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap". Journal of Negro Education, 78(4), 417-431.
This article challenges the idea that minority students are responsible for standardized test results that are distinctly lower than those of Caucasian students. Instead, it challenges readers to consider social structures as being the root cause of the issue. It is what students are “receiving” from their educational experience that is resulting in these disproportions.
Evans, A. B., Rowley, S. J., Copping, K. E., & Kurtz-Costes, B. (April 01, 2011). Academic self-concept in Black adolescents: Do race and gender stereotypes matter?. Self and Identity, 10, 2, 263-277.
This study examined 254 African American seventh and eighth graders academic stereotypes as they were tied to race and gender.
Freire, P. (2007) Teachers as cultural workers: Letters to those who dare teach. Boulder, CO: Westview Press.
Through a collection of letters to teachers Freire encourages them to be political, revolutionaries, fighting for democracy through education and engagement in discourse. We must be ready to fight for justice to create schools that is condicuve to quality schools.
Hollins, E. (2010). Contextualizing teaching and learning. In M.C. Fehr & D.E. Fehr (Eds.). Teach Boldly! (pp. 182-187). New York, NY: Peter Lang.
This article talks about the importance of students learning the subject matter and skills at a level of understanding that enables the application of that new knowledge to new and novel situations.
Kusimo, P. S., & Appalachia Educational Lab., Charleston, WV. (1997). Sleeping Beauty Redefined: African American Girls in Transition.
Inviting African American girls from urban and rural schools to participate in a three-year project called Voices, they exaimed the influence of race, gender, family and community support on the girls career and academic success in SMT fields.
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, I. I. I. R. Q. (May 01, 2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61, 3, 261-270.
This article examines the need to consider the context in which mathematics learning takes places for students. Exploring the theoretical frameworks of culturally relevant pedagogy social justice pedagogy they offer recommendations on their successful use in a classroom, resulting in equality of learning for students of color.
Lim, J. H., (2008) The road not taken: Two African-American girls’ experiences with school mathematics. Race Ethnicity and Education, 11:3, 303-317.
Following two African American girls through their math instruction with the same teacher and different math tracks, the effect of teacher perceptions and expectations are revealed.
Oakes, J. (1990) Multiplying inequities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: The RAND Corporation.
In an effort to address the shrinking pool of White male mathematicians and scientist, the RAND corporation funded this study to examine the effect of effects of race, income and tracking on access to SMT and later entry into the professional field.
Powell, A., & Berry III, R. Q. (2007). Chapter Eleven: Achieving Success. In , Still Not Equal (pp. 167-175). Peter Lang Publishing, Inc.
Study focused on African American middle school and college students who found success in mathematics. It identifies five themes that were associated with their success: caring ethic, peer interactions, positive perceptions and persistence in mathematics, tracking, and familial support.
Poplin, M. & Weeres, J., (1992). Voices from the inside. Claremont, CA: The Institute for Education in Transformation at The Claremont Graduate School.
The authors challenge the readers to consider the school environment from those the institution is supposed to serve. From 18 months of dialogue, the researchers identify major issues faced by the school community, including relationships, race, culture, and class.
Stinson, D. W. (2006). African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement. Review of Educational Research, 76(4), 477-506.
This article encourages the consideration of social and cultural components to better support minority students in mathematics. Considers perspective from sociology and anthropology.
Steele, C. M., & Aronson, J. (January 01, 1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 5, 797-811.
Steele examines how stereotyping affects African Americans education outcome. Could the underachievement reflect the stereotyping threat that is a chronic feature of a student’s educational environment.
Tajfel, H. (1982). Social identity and intergroup relations. Cambridge [Cambridgeshire: Cambridge University Press.
Landmark research on identity formation in adolescence and groups.
Tate, IV, William F. 2008. "The Political Economy of Teacher Quality in School Mathematics: African American Males, Opportunity Structures, Politics, and Method." American Behavioral Scientist 51, no. 7: 953-971
This article discusses the connection between mathematics, technology, and the political economy. It considers issues surrounding qualified teachers of mathematics and minority youth, specifically African American males.
Weiss, I. (1987) Report of the 1985-86 National Survey of Science and Mathematics Education. Research Triangle, NC: Research Triangle Institute.
This is the report of a national survey of university teachers and administrators from a sample of schools. Topics of the report include science, math, the use of textbooks in those fields and other factors that affect instructions in the math and sciences.
Web and Media Sources
AMS ~ http://www.ams.org/profession/data/annual-survey/2009Survey-Third-Report.pdf. (p. 1307).
The Annual Survey of the Mathematical Sciences collect information yearly from departments in the mathematical sciences at all four-year colleges and universities in the United States.
Ireland, L. (2011). Graduation and Dropout Statistics for Washington in 2009-10. Office of Superintendent of Public Instruction. Olympia, WA. Retrieved from http://www.k12.wa.us/dataadmin/pubdocs/GradDropout/09-10/GraduationDropoutWashington2009-10.pdf
Each year the OSPI produced a variety of reports with data on all things measured in the state including this Graduation and Dropout Statistics for Washington in 2009-10 report .
MESA: Mathematics, Engineering, Science, Achievement~
http://www.seattlemesa.org/
Local Seattle branch of the national MESA organization. This organization seeks to support minority and female students in mathematics, and science from elementary school through high school.
Steele, Claude. (2011) ~ http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=125859207&m=125859195
On April 12, 2010, Columbia professor Claude Steele was interview on NRP about his latest book Whistling Vivaldi. In this 30 minute audio clip he talks about how stereotyping can change an individual’s performance.
Seattle Public Schools ~ http://www.seattleschools.org/area/siso/disprof/2010/DP10edstat.pdf
This is the Seattle Public Schools comprehensive website for students, parents, faculty and staff to find information on individual schools, district policies, academic initiatives, out of school time offerings, enrollment, employment and district wide calendars.
TED~ http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
This presentation talk about the innovative use of technology to reach a broader range of students in mathematics.
The Mathematics Department of the State University of New York at Buffalo ~ http://www.math.buffalo.edu/mad/wmad0.html
As a graduate project the school of Mathematics created and maintains the Black Women In Mathematics website to encourage other women of color to enter the field in graduate and doctoral studies.
Washington State Report Card ~ http://reportcard.ospi.k12.wa.us/summary.aspx?year=2009-10
The Office of the Superintendent of Public Instruction produces a variety of reports to assist the public in assessing the states progress on educational issues. This includes demographics on all the state schools, districts, high stakes testing and demographics including race/ethnicity, special programs, bi-lingual programs and other pertinent facts.
