Teaching Mathematics to Students of Color: Perspectives of African American Preservice Teachers Dorothy Y. White University of Georgia 2002 NCTM Research Presession, Las Vegas, NV Funded by UGA-COE Summer Faculty Research Grant Program

Project Rationale Minority teachers can provide role models for students of color and majority students, and they bring a special level of understanding to the experiences of students. Darling-Hammond & Cobb, 1996; Howey & Zimpher, 1996 Minority teachers bring with them a unique perspective on school policy and practice, and are more disposed to teach in inner-city schools where the need for good teachers is often the greatest. Darling-Hammond & Cobb, 1996; Howey & Zimpher, 1996 African American teachers view their work from an educational and cultural perspective and feel a personal responsibility to educate African American students because these students are often misunderstood and disenfranchised from school. Foster, 1993, 1994, 1997; Irvine, 1989, 2000

Rationale Continued There is a continuous decline in the number of African American students entering the field of education. African American students enrolled in teacher education programs, especially at predominately White colleges and universities, are often overlooked and “assumed to be monolithic in their experiences, points of view, and needs.” Bennett, Cole, & Thompson, 1999, p. 1. We need a research base that gives voice to African American preservice teachers in mathematics education. The more we hear and understand the different voices of African American preservice teachers, the “better equipped we will become to improve the mathematics experiences of African American students.” Moody, 2000, p. 11

Research Questions How do African American preservice teachers describe their mathematics education experiences? How have the experiences of African-American preservice teachers influenced their views about teaching and learning mathematics? How can the experiences of African-American preservice teachers inform teacher education programs in mathematics education?

Participants, Data Sources & Analysis Five African American students in a Early Childhood Education program. Data were collected from math autobiographies, individual interviews, classroom observations and group interviews. Qualitative methods of analytic induction

Crystal Attended all White schools until High School Average grades in math Originally a music education major Wants to teach to make a difference and to “be with kids long enough to see them change” All cultures should be explored not just Black issues Wants to teach in middle to upper middle class school or a rural school Aware of the disparities among Black and White students but feels it’s more a function of a behavior than race. Doesn’t feel that she knows enough about children’s backgrounds and would be harder on them because they need to learn the rules of the game.

Stephanie Attended mixed schools and considers herself “multicultural” Good grades in math and placed in high group Originally a premed major Wants to teach to make a difference in a child’s life “by teaching them something rather than by healing them.” Noticed that schools paid little attention to cultural diversity, and that in the rural schools the personnel were very rude. Wants to teach at a middle class racially mixed school.

Tracy Attended various schools and a Magnet High School Placed in high level math classes but at a cost Wants to teach to make a difference and “to help children become better people aside from the circumstances in their life” Very aware of disparities and how Black children are treated: disciplined more harshly; not recommended for gifted programs Wants to teach at a mixed school across race and class. Once she gains more confidence would like to take on the challenge of inner-city or rural schools Feels a responsibility to help Black children and wants her sons taught by Black teachers

Cheryl Attended Black schools then bussed to White school Realized she was tracked into low math classes in 7th grade Previously a Pharmacy major, now wants to teach because she enjoys working with kids and wants to help them learn Noticed the limited attention to Black issues in schools and that more Black kids are sent to low math and reading groups White teachers did not give her the attention she deserved Wants to teach Black children”because they are always given the worse and most inexperienced teachers”

Khadijah Attended both all Black then mixed schools Placed in high-tracked math classes by request Previously an Accounting major now she wants to teach because she “loves to learn” Wants to learn from African American teachers and requested to be placed during her field experiences Notices inequalities in school structures: Small number of Black teachers and large number of Black paraprofessionals Wants to teach African American children because they get the low end of the stick with less money in schools, less dedicated teachers and administrators

Discussion All attended mixed schools or a combination All changed their majors to teaching Most aware of limited attention to diversity in their schools Where they want to teach and how responsible they feel to educate African American students varied

Connections to Previous Research Claims about student abilities: We need more research on how students are placed in different math programs: by request or by a single test Studies of Tracking: We need to extend this line of research and follow students beyond high school Studies of SES: How much does class issues influence African American preservice teachers views of African American students.