ERIC EJ951846: Promoting Mathematical Competence and Confidence in Latina Preservice Teachers: Examining Home and School Experiences

2011·0.19 MB·English

by  ERIC

Linguistically Diverse Students & Their Families
Promoting Mathematical Competence & Confidence
in Latina Preservice Teachers
Examining Home & School Experiences
Cynthia Gautreau, Lisa Kirtman, & Andrea Guillaume
This article presents the activities is equal (Spelke, 2005), past achievement McCoy, 1997, p. 71), performance gaps in
and results of an American Association of data indicate slight differences between mathematics are found between students
University Women (AAUW) Campus Ac- male and female achievement. of color and their White peers.
tion Project designed to promote Latinas’ Although the results of the National For instance, in California, although
mathematical confidence and competence Assessment of Education Progress (NAEP) 58% of seventh-grade students’ perfor-
in teaching elementary mathematics. The reveal that since 1973 mathematics achieve- mance levels were proficient or advanced,
project explored how school and family ment for nine-year-olds has been similar for 32% of Latinos performed at proficient
experiences contribute to Latinas’ sense girls and boys, by age 17 males have, in or advanced levels, and just one quarter
of self efficacy as teachers of mathematics the past, outperformed females slightly in (26%) of Black seventh graders achieved
in elementary schools. Through analysis of mathematics (U.S. Department of Educa- proficiency (CDE, 2009). National data
their personal histories as they intersect tion, 2008a). Fortunately, meta analytical indicate similar disparities. Although the
with mathematics, and the patterns found findings conclude that overall gender dif- 2008 NAEP data show a slight narrowing
among those histories, Latinas pursuing ferences in mathematics are trivial (Hyde, of the achievement gap since 1973 for nine-
careers in education explored issues of Lindberg, Linn, Ellis, & Williams, 2008). year-olds, there is still a 16-point gap in
confidence as they relate to both teaching However, Hyde et al. do note that national achievement between Hispanic students
and learning mathematics. achievement data suggest that differences and White students and a 26-point gap be-
The goal of the project was to ensure in one critical subcomponent of mathemat- tween Black students and White students
confidence and self efficacy among Latinas ics achievement—complex problem solv- (U.S. Department of Education, 2008b). By
in order to enable them to encourage pow- ing—seem to favor males. the time students hit 17 years of age, the
erful mathematics learning and confidence Additionally, despite the fact that girls Hispanic/White gap increases to 21 points,
in their own students. Participants’ experi- and boys currently take advanced math- and the Black/White gap to 27 points.
ences suggest improvements and inclusion ematics courses at about the same rate, Given the fact that aptitude across races
for K-12 and teacher education as well as boys still pursue certain Science-Technol- and ethnicity is equal, how do we account
ways to promote and connect learning to ogy-Education-Mathematics courses (such for such differences?
at-home experiences. as physics) at higher rates (NSF, 2006). Many factors appear to contribute to
Finally, families appear to encourage the differences in academic performance
Different Student Groups, boys more strongly in mathematics than associated with race and ethnicity. Some
Different Mathematics Education they do girls, and fathers appear to have researchers focus on students, what
Experiences a strong influence on whether girls come they bring to school, and how that influ-
to love mathematics (Jacobs, Davis-Kean, ences achievement. For example, some
A large body of research as well as Bleeker, Eccles, & Malachuk, 2005). Thus, researchers (Cocking & Chipman, 1988;
state and national achievement results even in the face of similar mathematics ap- Cornelius-White, Garza, & Hoey, 2004)
underscore the disparate nature of the titude and achievement based on gender, emphasize that factors affecting Latino
mathematics educational experience and it appears that gender-based stereotypes achievement include motivation, entry
its outcomes for specific subgroups of the still plague U.S. learners, their families, level knowledge, family support, oppor-
U.S. student population. Gender is one and educators (Cavanaugh, 2008). tunities to learn, and attitude.
example of such a set of student popula- Self-efficacy, or the belief that one can
tion sub groupings. Despite the fact that Race and Ethnicity work toward a set of goals to achieve suc-
male and female aptitude for mathematics cess, is also related to academic achieve-
Students also have different math-
ment. Despite the fact that Hispanics come
ematics experiences based on race and
to school with aptitude equal to that of
Cynthia Gautreau is an assistant professor ethnicity. Although children of color bring
their peers, Hispanics tend to have lower
and Lisa Kirtman and Andrea Guillaume to the kindergarten classroom “the same
self-efficacy in mathematics (Stevens, Oli-
are professors basic intellectual competencies in math-
varez, & Hamman, 2006). And self-efficacy
in the College of Education ematical thought and cognitive processes
tends to function differently for different
at California State University, Fullerton, as their White counterparts” (Walker &
MULTICULTURAL EDUCATION
44
Family Literacy
ethnicities. For instance, Stevens, Oliva- Societal Patterns affairs is not inevitable. When they reach
rez, and Hamman found that the theo- out to families, educators can positively
Finally, societal patterns at large often
retical model that adequately explained influence the learning experience.
place children of color at a disadvantage.
their White participants’ mathematics self Positive outcomes have been reported
Societal factors such as racism have been
efficacy was inadequate for explaining that in K-12 programs that promote school and
linked to the underachievement of children
of their Hispanic participants. family connections where elementary and
of color and girls:
Another study found that Hispanic high school educators can establish an
students’ self-efficacy was influenced more Racism has been shown to diminish af- effective rapport among Latino families
by their past performance than was the fected individuals’ academic and social and schools. Rosario (2006) notes that
development, self-esteem, and personal
case for their White peers (Lan, Olivarez, family connections and student leader-
feelings of competency, [and] women and
Stevens, & Tallent-Runnels, 2004). Thus, ship programs where students feel em-
girls of racially marginalized groups are
a number of “personalogical” factors con- powered and in control of their education
discriminated against in the labor mar-
tribute to the mathematics experiences of ket, political realm, educational system, promotes academic achievement among
students. These factors alone, however, do and judicial system. (APA declaration, Latinos. Cooper, Denner, and Lopez
not account for the differential experiences 2001, p. 2 & 3) (1999) emphasize that “Teachers—from
of our students. any ethnic background—can also act as
Ladson-Billings (2006, 2007) argued
cultural brokers who help Latino children
convincingly that differences in student
Structures of Schooling to succeed in school and to achieve their
achievement are the result of a number of
dreams” (p. 52). Teachers can implement
The structures, patterns, and activi- societal inequities that extend throughout
curricula that includes connections to
ties of schooling also contribute heavily to our nation’s history and across its many in-
future careers, college requirements, and
students’ mathematics experiences. Kozol stitutions, creating a cumulative education
academic success.
(1995) and countless others have argued debt that threatens the success not only of
Another recommendation is to involve
that inadequate and inequitable fund- our students but of our nation. This debt,
parents in their child’s education experi-
ing of schools serving primarily African she argued, must be paid down.
ences by including them as guest speakers,
American and Hispanic children contrib-
experts, and valued contributors. Simi-
ute to achievement disparities. There are Suggestions from Research
larly, the Achievement for Latinos through
structural features of schools that sort
What have researchers suggested in Academic Success (ALAS) program has
students into groups that experience dif-
order to ameliorate the problem of inequi- shown success in reaching parents and
ferent opportunities. Thus some individual
ties in schooling? How have they suggested promoting family involvement in education
students are not given options that allow
we pursue, in essence, the hard work (Institute of Education Sciences, 2006).
them to achieve to their fullest potential
of paying down this debt? Some earlier Civil, Bratton, and Quintos (2005) expe-
(Bourdieu, 1975; Bowles & Gintis, 1976;
researchers like Rist (1973) have argued rienced success in working with Latino
Oakes, 1988).
that increasing teacher expectations is the families in mathematics through a col-
In addition, some scholars maintain
key to improving student achievement. laboration of the roles of parents, learners,
that practices within classrooms affect
Others such as Hale (1994) have discussed teachers, and leaders. A common thread
students’ later success. Valiente (2008),
the importance of culturally relevant cur- among successful programs is the respectful
for example, emphasizes the importance
riculum. Slavin and Calderon (2001) have recognition of the strengths of all parties
of the interaction between a student’s
argued that successful programs for Latino and the empowerment of families to help
background and the learning context:
students must build on students’ linguistic foster children’s mathematics success.
The analysis of the learning process in and social assets. One way of building on
different cultures highlights that both students’ assets involves making positive A Silencing Effect
a learner’s previous experience and the connections between school and family.
context in which learning takes place In summary, we find that schools tend
Some research suggests that recently
significantly condition the development to silence the voices of Latino families
immigrated Latino families find a discon-
of their preferred styles… (p. 74) as well. Although schools tend to have a
nect between their wishes for success and
silencing effect for all students in math-
Those interactions often do not contribute the realities of schooling. Galindo (2007),
ematics, the problem is particularly pro-
positively to students’ experiences. Valen- for example, found that Latino parents had
nounced for women, especially women of
zuela (1999) argued that schools can have higher expectations and confidence in the
color. Finally, those who speak languages
a “subtractive effect” on Latino/as success education system than non-Latino partici-
in addition to English seem to be placed at
by stripping away important social and pants. However, Latino parents were less
special risk in schools.
cultural strengths and exposing them to involved in school functions as demonstrat-
We find a paucity of public school math-
academic failure. ed by their participation and attendance.
ematics experiences that amplify women’s
Delpit (1988) also argued that predom- Latino parents also reported providing less
voices and experiences in ways that allow
inant teaching methods do not explicitly support at home in mathematics.
them to become successful teachers of el-
allow children to know what is expected Quiocho and Daoud (2006) found that,
ementary mathematics. Further, we find a
of them for later success. Thus the influ- despite Latino families’ high expecta-
general lack of realization or utilization of
ence of school experiences in mathematics tions for their children’s achievement and
the powerful results that can occur when
is strong and, in many cases, not entirely desire to be more involved in the school
schools draw Latinos into the culture and
positive for subgroups of the student popu- community, some teachers had negative
practice of mathematics education at school.
lation such as females of color. perceptions of them, and Latino parents
Fortunately, we have seen places where
often felt excluded. However, this state of
WINTER 2011
45
Linguistically Diverse Students & Their Families
those pockets of excellence exist, and the ing practices for the Latino elementary mathematics and other subjects through
potential for success looms large. students they would teach. an examination.
They had also each passed a state test
The Opportunity: Project Design of basic skills in English and mathematics.
AAUW, CAP Grants, In order to address the goals of the Three of the four participants were born
and CSU Fullerton’s Project CAP program and the needs of California’s outside of the U.S. Three of the four partici-
A report issued by the AAUW (Corbett, students and teachers, we designed the pants were from Mexico and one was from
Hill, & Rose, 2008) details the achievement CSUF Campus Action Project to be mul- Guatemala. All of the participants attended
gap related to race, ethnicity, and family tifaceted in its approach. Our aim was U.S. public schools during a portion of their
income rates. The report further explores to empower participants to identify and K-12 experience, and all of the participants
the income gap among men and women. address the barriers often faced by Latina were first-generation college students.
Despite earning college degrees, women teachers with faculty members serving as These student participants were
continue to earn less than their male coun- co-participants. The project included the joined by three faculty members who were
terparts. This disparity in salary is partly following components: also the grant leaders. The faculty leaders
were CSUF mathematic methods instruc-
based on the career paths that women tend
u Regular scheduled meeting sessions tors with interest in issues of teacher
to select, as fewer women pursue careers
with participants leading the way in development, equity, and mathematics
related to many areas of mathematics,
identifying issues and developing a education. One (Gautreau) taught the
science, engineering, and technology
plan to address them. participants’ mathematics methods course
(Acherman-Chor, Aladro, & Gupta, 2003;
and is of Mexican heritage. Kirtman is
Corbett et al., 2009; Stevens, Olivarez, & u Opportunities to build a community
African American and Guillaume is White.
Hamman, 2006). Thus the AAUW estab- of participants through low-anxiety
All three faculty members are female.
lished Campus Action Project grants as a activities such as mathematical
means to provide start up funds for campus games and the sharing of meals.
Data Sources
programs to empower women and improve
academic outcomes. u Examination of participants’ math- Participants supplied two sources of
ematics histories, including in-school
data for analysis. Before formal mathemat-
and out-of-school factors that contrib-
Project Rationale ics methods instruction began they submit-
uted to participants’ views of them-
ted electronically their personal histories
In an effort to address several of selves as mathematics learners and
with mathematics. They were to consider,
the concerns noted in the AAUW report, teachers (with data to be analyzed
as far back as they could remember, both
we developed a Campus Action Project qualitatively).
in-school and out-of-school experiences,
(CAP) in order to explore these issues
of mathematics education, instructional u Selection and provision of math- including family members, friends, school
ematics manipulatives for partici- personnel and experiences that had a
methodologies, and the divide that occurs
pants’ classrooms. strong effect (either positive or negative)
between home and school for Latinas.
on them with respect to mathematics. They
Our university campus is considered a u Development of a web site with were not given any limitation on length.
Hispanic Serving Institution as 28.1 per- participants’ strategies for improv-
This assignment is a requirement for the
cent of our students are Hispanic (CSUF, ing mathematics instruction for
mathematics methods course.
2008). The four participants in this study California’s elementary students.
In addition to the personal histories,
were Latinas enrolled in a bilingual cross
cultural language and academic develop- u Presentation of the project’s find- four of the regularly scheduled CAP project
ings at the National Conference for meetings were recorded and transcribed.
ment (BCLAD) credential program.
College Women Student Leaders in These sessions allowed students to engage
The AAUW accepted our project
Maryland. in a discussion and brainstorming session
partly because we proposed to address the
to determine obstacles that adversely af-
dispersion effect, that is, that there was As part of our CAP grant, we also con- fect the progress of women in mathematics
a wide range of individuals who would be ducted an interpretive study to explore and to consider promising practices for
directly impacted by the results of this the relationship that Latinas have with educating Latino elementary students
project. Those affected included pre-ser- mathematics. in mathematics. Informal data sources
vice teachers, professors, and elementary
included faculty member’s field notes,
students. Furthermore, our project ad- Participants planning and post-meeting conversations,
dressed the needs of pre-service teachers
Our four participants were pre- participants’ drawings, recorded messages
and provided them with an opportunity to
service elementary teachers enrolled to future teachers, and their presentation
share their education stories as told from
in a mathematics methods course. The for the project’s final formal meeting.
their point of view—in essence providing
women were seeking initial certification Participants also collected and analyzed
them with a voice.
in elementary education (via multiple elementary students’ drawings about
What made this project unique was
subject credentials) with bilingual (Span- mathematics.
that it afforded pre-service educators time
ish) authorization. Given state require-
to discuss their math histories in detail
ments, each participant had previously Analyses
while offering a safe place to share with
other like-minded individuals. This cre- completed an academic major (these Data were analyzed through standard
ated a forum to explore their successes as were not in education) and was required content analytic procedures (e.g., Bogdan
well as an opportunity to develop promis- to prove “subject matter competence” in & Biklen, 1992; Miles & Huberman, 1994).
MULTICULTURAL EDUCATION
46
Family Literacy
As advocated by McMillian (2007), we used they did not make that connection. As one and de los Reyes (1997), when studying
multiple sources of data to help improve participant noted, culturally relevant mathematics in a Mexi-
credibility. The researchers reviewed the can American context, stated that strong
My mom let me pay for things. I didn’t
histories and transcribed sessions. Data teachers
see that as a part of math; there was no
were analyzed for themes using frequency
connection between home and school. It . . . build connections with families to
counts. The themes most prevalent were was totally different. It wasn’t until I create classroom cultures that mirror
reviewed and discussed with the study became older. students’ own or that teachers build on
participants for accuracy. students’ first language as part of a cur-
Another participant noted,
riculum of empowerment and as a way to
Latinas and Lumberjacks: Dad could add fast, was a mechanic, but promote cultural excellence and bicultur-
Findings and Implications never made the connection to math. Did alism. (p. 733)
not think he was good at it. He didn’t think
Similar to the conclusions of Gutstein,
Our findings fall into three catego- he could help. So they stop helping in the
et al., the participants in our study never
ries: 3rd or 4th grade.
argued that teachers need to be of a par-
1. Home-school disconnect, Mirroring an activity from a CAP ticular race or from a particular community
meeting, participants asked the upper- to be able to relate to the students. They
2. Playful curriculum, and
elementary-grade children in their student did all agree, however, that attempting to
3. The power of teacher communities. teaching placements to create drawings in understand the community and connecting
response to the prompt “Draw a picture of home and school was essential for making
Home-School Disconnect you and mathematics.” Participants’ analy- mathematics understandable. One partici-
sis of these drawings suggested that today’s pant said,
In several grade levels (particularly
students may be experiencing a similar
grade three), California students study lack of connection between mathematics the teachers would just teach and not
folk tales. Participants in this study—all relate things. It was not even like tapping
and their own lives, as the majority of the
reared in the dry deserts of Southern Cali- into prior knowledge. Or even front load-
drawings showed students sitting in class-
fornia—told vivid and humorous stories ing the vocabulary. They just assumed
rooms completing rows of exercises such
that I knew these things because everyone
of confusion about when their elementary
as addition, subtraction, multiplication, else in the class did. So it was like “let’s
teachers read numerous stories about
and division. Only a few of the drawings read a story about lumberjacking.”
a giant lumberjack (Paul Bunyan). The
showed the students using mathematics in
participants recalled having no context for Participants felt strongly that assign-
non-school contexts such as cooking, build-
understanding the concept of “lumberjack” ments must relate to students’ lives. If
ing, playing games, or sports.
and no rationale for appreciating the role of students’ background experiences do not
The disconnect between school and
the stories in U.S. history and traditions. match schools assignments, tasks such as
home mathematics prevented our four
These lumberjack stories became a com- word problems cause confusion and inhibit
participants from understanding how
mon touch point as participants explored success. Participants concluded that teach-
mathematics was relevant to their lives
the disconnect between the elementary ers need to get to know their students,
and why they needed to learn it. From
school curriculum and the students’ lives communities, and backgrounds so that they
these experiences it is clear that:
and experiences. can determine how to structure and present
Previous writers, too, have noted the 1. Teachers need to realize that instruction and assignments in ways that
importance of realistic contexts (including students do complete mathematics- make them accessible to students.
home) for the learning of mathematics. related activities at home, One participant stated that
Boaler (1993) argued
2. As a result, teachers can build on . . . teachers need to be ambassadors
Genuine understanding which allows for this background knowledge if they because you want the teacher to provide
the appreciation of links between different get to know the students and their access to this other world. But they also
situations will only come about if students environment, and have to know the world the students are
are encouraged to communicate, challenge coming from.
and negotiate mathematics…School math- 3. Teachers need to help parents and
In short,
ematics remains as school mathematics for students label home activities as
students because they are not encouraged mathematics activities. Another important insight for us is that by
to analyze mathematical situations and demonstrating solidarity with students,
understand which aspects are central. In addition, the participants made it whether or not they share the culture,
When using their own self-generated clear how important family was to them on teachers may create educational settings
methods students transfer from one situ- many levels. These connections are critical in which students, families, and teachers
ation to another because these methods to allowing parents to feel more connected can be allies in a common effort. (Guts-
are meaningful to students; the methods to school and homework as well as help- tein, Lipman, Hernandez & de los Reyes,
learned in school often are not. (p. 12)
ing students make real-life connections to 1997, p. 733)
The preservice teachers in our study their personal experiences.
Playful Curriculum
clearly experienced a disconnect between The concerns expressed previously
mathematics at home and mathematics were exacerbated by the fact that many To build community, we started
at school. Although in retrospect they times the teachers did not make attempts many CAP sessions with games that were
now understand that they participated in to understand and relate to the students’ intended to develop logical mathemati-
mathematics-related activities at home community. Gutstein, Lipman, Hernandez cal thinking regardless of participants’
and at school, while they were in school
WINTER 2011
47
Linguistically Diverse Students & Their Families
language skills, and we provided these This new understanding of where I On a broad level, the research sug-
games to the teachers for their own use. fit in society as a Latina Woman will gests the need for a focus on Latinas and
Examples include Blokus and Set. Game be extremely important when I teach. mathematics in teacher education. Further
This means that I have to consider the
playing reinforced participants’ own no- we suggest that future studies should
extra obstacle that my girls are facing
tions of effective teaching and learning in not be limited to pre-service teachers.
and will be facing as they are learn-
mathematics. Such research needs to determine ways
ing, especially when they are learning
The four pre-service teachers feared mathematics because it is a subject that to impact the relationship between the
that both for themselves and for the stu- it has already been stereotyped as easy Latino parents and the schools. Finally,
dents they were currently teaching, the for boys only. more research needs to be developed in
standards-driven, high-accountability order to continue to address the causes of
McLaughlin and Talbert (2001) have
curriculum was devoid of opportunities differential performance in mathematics
argued that teacher communities provide
for students to enjoy learning through and science of school-aged children.
an ongoing venue for teacher learning.
interaction, problem solving, and play. In addition to the broad issues that
Our work has similar findings and, as a
Games help break down barriers, engage this work addresses, the research clearly
result, we suggest that teacher educators
students, and inspire students to behave points at the need for reflection. Reflec-
strive to foster and maintain communities
within given expectations. The partici- tion must occur not only for pre-service
of mathematics teachers and learners
pants noted the importance of games in teachers, but also for their K-12 students.
through their methods classes, out-of-
teaching students: Data collection strategies such as surveys,
class gatherings such as those from this
drawings, oral histories, journal writing,
When I first started student teaching project, as well as in virtual communi-
photography, video projects, and informal
what I did was I incorporated a lot of ties.
conversations can all provide information
games, and they used to get excited and Such meetings can provide opportu-
make up more, and I’d tell them, “no nities for teachers to uncover school and for reflection. Data collection strategies
keep on going!” It was an hour long. So I such as these allow schools to connect with
home influences on their own mathematics
noticed that if you’re engaging and they home and community and only through
learning, to analyze the shortcomings and
find you interesting, they’ll learn more. an analysis of these efforts can a strong
strengths of these experiences (particu-
Versus if you’re just, “Okay, come on, take relationship be developed between home
out the worksheet.” When math is boring larly in light of trends like those discussed
and school.
students shut down. in the background of this article) and to
invent new, more equitable practices for
Educational games allow all students References
today’s young mathematics learners. This
to participate in a non-threatening way
became a very powerful learning mecha- Acherman-Chor, D., Aladro, G., & Gupta, S.
no matter what language they speak.
nism for our students. They discovered (2003). Looking at both sides of the equation:
In addition, game playing in mathemat-
that they were not alone in their feelings Do student backgrounds variables explain
ics reinforces skills without using rote
and experiences, and they realized that math performance? Journal of Hispanic
memory techniques and it helps with together they could make changes. Higher Education, 2, 129-145.
problem solving. American Psychological Association (2001).
One participant commented that,
Underscoring this concept, Ke and Declaration. UN World Conference Against
Grabowski (2007) indicated that: Bringing all our struggles in math to Racism, Racial Discrimination, Xenophobia
light through discussion, presentations and Related Intolerance. Prepared for the
. . . game playing was more effective than and through the video interviews, I have Third Session of the Preparatory Committee.
drills in promoting math performance, become aware of a common fear that most Durban, South Africa.
and cooperative game playing was most Latinas have toward math. I will use what Boaler, J. (1993) The role of contexts in the
effective for promoting positive math at- I have learned to create an environment mathematics classroom: Do they make
titudes regardless of students’ individual that positively promotes the learning and mathematics more real? For The Learning
differences. (p. 247) use of math in my classroom. of Mathematics, 13(2) 12-17.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative
Power of Teacher Communities Reflection in a safe group discussion research for education: An introduction
forum allowed students to acknowledge to theory and methods. Boston: Allyn &
One of the major sets of findings and
the impact of negative instruction while Bacon.
implications from our study is the impor- determining how to utilize more positive Bourdieu, P. (1975). Cultural reproduction
tance and power of teacher communities. instructional methods. and social reproduction. In J. Karabel &
The participants grew by listening to A. H. Halsey (Eds.), Power and ideology in
each other’s experiences and reflecting on education. (pp. 487-511). New York: Oxford
Conclusion
them in order to address insufficiencies University Press.
Bowles, S., & Gintis, H. (1976). Schooling in
in schooling practices. Through regular, This Campus Action Project under-
capitalist America: Educational reform and
interactive meetings that occurred over scores an important agenda for mathemat-
the contradictions of economic life. New York:
time, our participants built a community ics teaching and learning—specifically
Basic Books.
that allowed them to analyze currently that home and school connections must California Department of Education. (2009).
unexplored experiences and apply them in be made. Because the main limitation of California Standardized Testing and
order to improve mathematics learning in this study was the small number of par- Reporting (STAR). Three charts retrieved
their own classrooms. ticipants, we suggest that the research be December 3, 2009 from http://star.cde.ca.gov/
In her reflection, one participant wrote repeated with larger numbers of pre-ser- star2009/ViewReport. asp?ps=true&lstTest
Year=2009&lstTestType=C&lstCounty=&l
that, through the project, she built a new vice teachers. This limitation, however,
stDistrict=&lstSchool=&lstGroup=5&lstSu
understanding of herself as a Latina and does not make the implications any less
bGroup=78; http://star.cde.ca.gov/star2009/
as a teacher: relevant.
MULTICULTURAL EDUCATION
48
Family Literacy
ViewReport. asp?ps=true&lstTestYear=200 tion Service No. ED493773) g%20Latino%20Students%20in%20their%2
9&lstTestType=C&lstCounty=&lstDistrict= Jacobs, J. E., Davis-Kean, P., Bleeker, M., 0Education-%20%20A%20Resource%20Gui
&lstSchool=&lstGroup=5&lstSubGroup=80; Eccles, J. S., & Malachuk, O. (2005). ‘I can, de%20to%20Research%20and%20Programs.
http://star.cde.ca.gov/star2009/ViewReport. but I don’t want to’: The impact of parents, pdf
asp?ps=true&lstTestYear=2009&lstTestTy interests, and activities on gender differences Slavin, R. E., & Calderon, M. (2001). Effective
pe=C&lstCounty=&lstDistrict=&lstSchool in math. In A. M. Gallagher (Ed.), Gender programs for Latino students. Mahwah, NJ:
=&lstGroup=5&lstSubGroup=74 differences in mathematics: An integrative Lawrence Erlbaum Associates.
California State University, Fullerton (CSUF). psychological approach (pp. 246-263). Cam- Spelke, E. (2005). Sex differences in intrinsic
(2008). Institutional research and analytical bridge, UK: Cambridge University Press. aptitude for mathematics and science? A
studies percent distribution of student Ke, F., & Grabowski, B. (2007). Gameplaying critical review. American Psychologist, 5,
ethnicity. Retrieved December 4, 2009 from for maths learning: Cooperative or not? 950-958.
http://www.fullerton.edu/analyticalstudies/ British Journal of Educational Technology, Stevens, T., Olivarez, A., & Hamman, D. (2006).
ethnicity/ethpie084.pdf 38(2), 249-259. The role of cognition, motivation, and emo-
Civil, M., Bratton, J., & Quintos, B. (2005). Kozol, J. (1995). Amazing grace: The lives of tion in explaining the mathematics achieve-
Parents and mathematics education in a children and the conscience of a nation. New ment gap between Hispanic and White
Latino community: Redefining parental York: HarperCollins. students. Hispanic Journal of Behavioral
participation. Multicultural Education, Ladson-Billings, G. (2006). From the achieve- Sciences, 28, 161-171.
13(2), 60-64. ment gap to the education debt: Understand- U.S. Department of Education (2008a). 1973-
Cocking, R. R., & Chipman, S. (1988), Conceptual ing achievement in U.S. schools. Educational 2008 long-term trend mathematics as-
issues related to mathematics achievement of Researcher, 35(7), 3-12. sessments. Washington, DC: Institute of
language minority children. In R. R. Cocking Ladson-Billings, G. (2007). Pushing past the Education Sciences, National Center for
& J. P. Mestre (Eds.), Linguistic and cultural achievement gap: An essay on the language Education Statistics, National Assessment
influences on learning mathematics (pp. of deficit. The Journal of Negro Education, of Educational Progress (NAEP)..Retrieved
17-46). Hillsdale, NJ: Lawrence Erlbaum 76, 316 -323. December 3, 2009 from http://nationsre-
Associates. Lan, W. Y., Olivarez, A., Jr., Stevens, T., & Tall- portcard.gov/ltt_2008/ltt0004.asp?tab_
Cooper, C., Denner, J., & Lopez, E. (1999). ent-Runnels, M. K.(2004). Role of mathemat- id=tab3&subtab_id=Tab_1#chart
Cultural brokers: Helping Latino children ics self-efficacy and motivation in mathemat- U.S. Department of Education. (2008b).
on pathways to success. Future of Children, ics performance across ethnicity. Journal of 1973-2008 long-term trend mathematics
9(2), 51-58. Educational Research, 97, 208-221. assessments. Washington, DC: Institute of
Corbett, C., Hill, C., & Rose, A. (2008). Where McGlynn, A. P. (2008). Proven pathways to Education Sciences, National Center for
the girls are: The facts about gender equity success for minority students. The Hispanic Education Statistics, National Assessment of
in education. Retrieved December 4, 2009 Outlook in Higher Education, 18, 22-25. Educational Progress (NAEP), various years.
from http://www.aauw.org/research/upload/ McLaughin, M. & Talbert, J. (2001). Professional Retrieved December 3, 2009 from http://
whereGirlsAre.pdf communities and the work of high school nationsreportcard.gov/ltt_2008/ltt0005.
Cornelius-White, J. H. D., Garza, A. C., & Hoey, teaching. Chicago: University of Chicago asp?subtab_id=Tab_3&tab_id=tab1#chart
A. T. (2004). Personality, family satisfaction, Press. Valenzuela, A. (1999). Subtractive schooling:
and demographic factors that help Mexican McMillian, J. H. (2007). Educational research: U.S. Mexican youth and the politics of car-
American students succeed academically. Fundamentals for the consumer (5th ed.). ing. Albany, NY: State University of New
Journal of Hispanic Higher Education, 3(3), Boston: Allyn & Bacon. York Press.
270-283. Miles, M. B., & Huberman, A. M. (1994). An ex- Valiente, C. (2008). A multicultural scru-
Delpit, L. (2006). Lisa Delpit. Retrieved August panded sourcebook: Qualitative data analy- tiny for helping teachers to appreciate
22, 2006 from http://www.2souls.com/ sis. (2nd Ed.). Thousand Oaks, CA: Sage. differences. Active Learning in Higher Edu-
calendar/ March/ lisa_delpit.htm National Science Foundation. (2006). Science cation, 9(1), 73-91.
Galindo, C. L. (2007). Latino students’ pa- and engineering indicators 2006. Retrieved W. K. Kellogg Foundation. (2006). Connection:
rental involvement and family and school December 3, 2009 from www.nsf.gov/statis- What makes a difference in the education of
partnerships: Effects on math achievement tics/seind06/ Latino U.S. students: Learning from the expe-
in kindergarten.Paper presented at the Pajares, F. (2005). Gender differences in rience of 13 ENLACE Partnerships. Retrieved
annual meeting of the American Educational mathematics self efficacy beliefs. In A. M. December 3, 2009 from http://www.wkkf.
Association, Chicago. Gallagher & J. C. Kaufman (Eds.), Gender org/DesktopModules/ WKF.00_DmaSupport/
Gutstein, E., Lipman, P., Hernandez, P., & differences in mathematics: An integrative ViewDoc.aspx?LanguageID=0&CID=16&Lis
Reyes, R., de los. (1997). Culturally rel- psychological approach. Cambridge, UK: tID=28&ItemID=5000364&fld=PDFFil
evant mathematics teaching in a Mexican Cambridge University Press. Walker, E. N., & McCoy, L. P. (1997). Students’
American context. Journal for Research in Oakes, J. (1988). Tracking in mathematics and voices: African Americans and mathematics.
Mathematics Education. 28(6), 709-737. science education: A structural contribution In J. Trentacosta & M. J. Kenney (Eds.),
Hale, J. E. (1994). Unbank the fire: Visions for to unequal schooling. In L. Weis (Ed.), Class, Multicultural and gender equity in the
the education of African American children. race, and gender in American education. mathematics classroom: The gift of diversity
Baltimore, MD: John Hopkins University Albany, NY: State University of New York (pp. 34-45). Reston, VA: National Council of
Press. Press. Teachers of Mathematics.
Hyde, J. S., Lindberg, S. M., Linn, M. C., El- Quiocho, A. M. L., & Daoud, A. M. (2006). Dis-
lis, A. B., & Williams, C. C. (2008). Diver- pelling myths about Latino parent partici-
sity: Gender similarities characterize math pation in schools. The Educational Forum,
performance. Science, 321, 494-495. DOI: 70, 255-267.
10.1126/science.1160364. Retrieved Decem- Rist, R. (1973). The urban school: A factory for
ber 3, 2009 from http://www.sciencemag.org/ failure. Cambridge, MA: Massachusetts
cgi/content/full/321/5888/494 Institute of Technology Press.
Institute of Education Sciences. (2006). ALAS: Rosario, J. R. (2006). On engaging Latino stu-
Achievement for Latinos through academic dents in their education: A resource guide to
success. What Works Clearinghouse Inter- research and programs. Retrieved December
vention Report. Rockville, MD: What Works 4, 2009 from http://www.elpuenteproject.
Clearinghouse. (ERIC Document Reproduc- com/styles/elpuente/defiles/On%20Engagin
WINTER 2011
49