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Preface | vii | |
Introduction | 1 | |
1. | Mathematics Learning, Achievement, and Persistence Among African-Americans: Toward a Context-Based Perspective | 8 |
2. | "I Wasn't Going to Be Doing Any Math:" Mathematics Socialization, Identity, and the Evolution of Community Beliefs About Mathematics | 35 |
3. | "When Am I Ever Going to Use This?:" School-Level Factors and Mathematics Socialization Among African-American Students | 81 |
4. | "Because I Want to Be Somebody:" African-American Student Narratives on Academic and Mathematics Success | 119 |
5. | Mathematics Socialization and Identity Among African-Americans: Real Life Experiences, Research, and Recommendations | 169 |
References | 190 | |
Author Index | 197 | |
Subject Index | 199 |
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Add Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency, No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and bias, Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency to the inventory that you are selling on WonderClubX
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Add Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency, No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and bias, Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency to your collection on WonderClub |