Date of Award

Fall 2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Mary Beth Roth

Abstract

This quantitative, descriptive analysis of three large, urban secondary schools in the South used equitable practices to intentionally increase the percentage of Black, Latinx, and mixed-race students in advanced mathematics courses. Each high school observed in this study acknowledged a disproportionately higher percentage of White students taking rigorous college and career-ready courses when compared with the Black and Latinx population. This disparity was not just isolated to the schools in this study. District, state, and national initiatives across the country are becoming acutely aware of the accessibility gap between (Black, Indigenous, and other People of Color) BIPOC and non-BIPOC secondary learners. The opportunity to interact with and explore a rich curriculum may affect the quality of life for Black, Latinx, and mixed-race students. Otherwise, left unchallenged and unmotivated, they are more likely not to pursue high-income STEM-based professions. The idea of “cultivating” a deeper understanding of mathematics for BIPOC students could potentially expose this marginalized group to college and career paths previously unimaginable or unobtainable. Each secondary institution in this study intentionally addressed advocating for a positive school culture and enacted equitable practices to provide high-quality instruction and curriculum for all students, emphasizing not leaving BIPOC students behind.

Comments

I am my father's child.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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