Yet students from these minority groups are less likely than Asian American and white students to complete advanced high school mathematics classes (National Center for Education Statistics, 2004; Teitelbaum, 2003), classes that are crucial prerequisites for admission to competitive colleges and for career success. Programs for Minorities and Under-Represented Groups in Mathematics Summer Undergraduate Mathematical Sciences Research Institute (SUMSRI) at Miami University in Ohio SUMSRI is a program hosted by the Department of Mathematics at Miami University. (1990). Paying attention to the affective aspects of learning is important. promoting excellence in the mathematical sciences and; promoting the mathematical development of all underrepresented minorities. American Journal of Education, 109(1), 63–111. Allegiance to peers, particularly in a predominantly white setting, may trump students' academic interests. American Educational Research Journal, 43(1), 41–71.

Further, on both reading and math tests, Goldsmith found that black and Latino students with a strong belief in their own potential achieved higher than did such students with low expectations. DuBois Review, 1(2), 213–246. Hispanics or Latinos earned 13.5% of science and 10% of engineering bachelor’s degrees; black or African American students, 9% and 4%; and American Indians or Alaska Natives, 0.5% and 0.3%. Schools can form math quiz teams, certainly, but they can also create engineering, gaming technology, or graphic arts clubs. Judith E. Jacobs, Professor of Mathematics and Statistics, California State Polytechnic University, Pomona. The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society. Ladson-Billings, G. (1997).
By examining our assumptions and widening curriculum choices, we can bring more minorities into upper-level math. Mathematical Association of America

TEACH's Doctoral Program Resources for Minority Students reviews difficulties and barriers facing women and minority doctoral candidates. One of the purposes of this website … Continue reading →, Guest Post by Francesca Bernardi & Katrina Morgan [email protected] http://girlstalkmath.web.unc.edu/ Programs supporting girls in STEM are becoming more and more common. Enter your email address to subscribe to this blog and receive notifications of new posts by email. Walker, E. N. (2006).

Who can do mathematics? Winner of the National Council of Teachers of Mathematics Lifetime Achievement Award. The resurgence of school segregation. Guest Authors: Daniel L. Reinholz, Robin Wilson, and Amelia Stone-Johnstone Introduction, by Daniel Reinholz As mathematicians, we think deeply about what mathematics we want to share with our students. Contrary to persistent myth, it's not that they lack interest in math or don't have high educational aspirations. We should build on existing student competence in mathematics by forming peer-tutoring collaboratives, which would have the added benefit of exposing teachers to the expertise of students (thus challenging the myth that teachers are the sole arbiters of mathematics knowledge) and solidifying the knowledge of student tutors. Young people should experience mathematics in more out-of-classroom situations. (2002). This includes organizations, programs, events, and funding opportunities, which support the success of members of minority groups in the mathematical sciences. (2000). Studies of such schools and classrooms (such as Gutierrez, 2000; Ladson-Billings, 1997) note that they are characterized by meaningful relationships between teachers and students, high expectations by teachers, and rigorous curriculums. In fact, several studies document that black and Latino students sometimes have more positive attitudes toward mathematics and higher educational aspirations than do their white counterparts, especially in the early years of secondary school (Goldsmith, 2004; Strutchens & Silver, 2000). Students attending predominantly minority schools still receive fewer opportunities to learn rigorous mathematics (Darling-Hammond, 2004; Tate, 1997). The increasing resegregation of U.S. schools (Orfield, Frankenberg, & Lee, 2002–2003) may also be linked to fewer opportunities for black and Latino students to do high-level mathematics. (2004, April). This includes organizations, programs, events, and funding opportunities, which support the success of members of minority groups in the mathematical sciences. Goldsmith, P. A. Guest Post by Martha Shott Assistant Professor of Mathematics and Statistics Sonoma State University Question: What are you hoping to get … Continue reading →, Raise your hand if you were just rejected by the NSF! This reflects the lack of opportunity many of us had as children to do mathematics activities outside classrooms. Too often, schools serving large populations of minority students emphasize “slowing down” or providing less mathematics content, rather than providing more challenging content. Fun times, right? The Journal of Negro Education, 59(3), 407–423. I got some data from the Public Awareness Office of the AMS , and they are estimating about 6000 attendees, and over 3000 presentations! In a recent study, I interviewed 21 black, Latino, and Latina high math achievers at Lowell High School in New York City, which is a majority-minority, high-poverty school.
t-chart, the formula for finding the slope, the points on a graph, and the written equation that represents a linear function as separate entities, each requiring different approaches to discern the mathematics within. ), Results from the seventh mathematics assessment of the National Assessment of Educational Progress

One student noted: The dominant discourse about under-represented students and mathematics achievement focuses largely on deficiencies and overlooks evidence of academic excellence within these populations—as well as evidence from schools that promote high achievement among these students (for an exception, see Martin, 2000). Address Women and minorities are groups that are simply not identifiable within the STEM field.

We think about all of the beautiful aspects of the discipline … Continue reading →, Guest Authors: Erica Walker, Scott Williams, and Robin Wilson In Mathematics, more than any other field of study, have we heard proclamations and statements similar to, “The Negro is incapable of succeeding.” Ancient and present achievements contradict such statements. Mahwah, NJ: Erlbaum. Teachers and school administrators must think beyond pervasive assumptions that peer-group influences among underrepresented students are largely negative. My “aha” moment was connecting these multiple ways of thinking about and representing linear equations. However, this is not the only issue. Let us commit to doing so on a large scale. Pages 48-53. Reston, VA: National Council of Teachers of Mathematics. Teaching and learning math is not necessarily a color-blind enterprise. I present here six suggestions—three that focus on necessary shifts in educators' attitudes and three that focus on curricular shifts—that can help foster improved math achievement for underrepresented students. Urban high school students' academic communities and their effects on mathematics success.