Understanding the mathematics success of African-American students at a residential high school Public Deposited
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- Last Modified
- March 22, 2019
- Affiliation: School of Education
- This dissertation is about the success of African-American students at a specialized, residential high school in the Southeastern United States. The following study investigates the impact of self-efficacy and social identity on the development of resilience and the resulting mathematics success of six African-American students at Caldwell Academy. Using phenomenology to convey the academic and social experiences of the participants, the analysis uncovers their self-perceived ability to be mathematically successful as well as the academic and social strategies contributing that success. Both high levels of self-efficacy and strong social support systems have contributed to their ability to be mathematically successful. Research states that high-achieving African-American students use a variety of protective mechanisms and coping strategies to navigate difficult situations (Floyd, 1996; Lee, 1991; Steward, 1996), such as those reported by the participants. The results of this study can be used to develop practices for creating residential learning environments sensitive to the needs and unique challenges of African-American students, as well as to develop mathematics efficacy and strong social identities, both of which contribute significantly to academic resilience.
- Date of publication
- August 2007
- Resource type
- Rights statement
- In Copyright
- Malloy, Carol E.
- Degree granting institution
- University of North Carolina at Chapel Hill
- Open access
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|Understanding the mathematics success of African-American students at a residential high school||2019-04-10||Public||