Overview

"For more than 175 years, historically Black colleges and universities (HBCUs) have played a significant role in educating Black students. This book examines the experiences of a cohort of 16 Black male math majors at Morehouse College referred to as ""the mathematical brotherhood."" Through the lenses of Black masculinity and critical race theory, the author employs an asset-based approach to tell a captivating story about this cohort within a racially affirming learning community. Readers will hear how Morehouse empowers the students, as well as how they navigate and manage ongoing racial challenges, mathematical spaces, and society. Amplifying the voices of the participants, the study showcases the nation's top producer of Black male math majors, extends the knowledge base regarding HBCUs' multigenerational legacy of success, and makes a significant contribution to the growing body of discipline-based education research. The author provides recommendations for families, educators, policymakers, and researchers to improve Black boys' and men's mathematics achievement and academic outcomes. Book Features: Centers Black males' cautionary tales about navigating school and society not only in their college years, but also in their formative years. Provides insights regarding Black males' persistence in mathematics. Includes ethnographic data that brings a math learning community to life. Draws upon race-related frameworks to document Black male success in college."

Full Product Details

Author:   Christopher C. Jett
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Weight:   0.363kg
ISBN:  

9780807767405

ISBN 10:   0807767409
Pages:   208
Publication Date:   26 August 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Foreword Duane Cooper  xi Prelude  xiii Acknowledgments  xvii Introduction  1 Why Mathematics?  2 Why Brothers?  5 HBCUs  8 Scholarship on Mathematics at HBCUs  10 Overview of the Book  11 1.  Morehouse Mathematics  13 Morehouse College: An Institutional Portrait  13 Morehouse Mathematics: A Historical Portrait  15 Morehouse Mathematics: A Contemporary Portrait  19 2.  The Brothers' Journey to Morehouse Mathematics  26 Family Dynamics  26 Journey to Mathematics  27 Journey to Morehouse  38 Conclusion  42 3.  The Mathematical Brotherhood  44 Morehouse's Brotherhood  44 Major Declaration  46 The Mathematical Brotherhood  49 Mathematical Persistence  53 Mathematical Trials and Tribulations  56 Division Among the Brothers  61 Conclusion  63 4.  The Faculty  65 The Mathematics Faculty  65 Student-Generated Descriptions of the Mathematics Faculty  69 Less Highly Regarded Mathematics Faculty  75 Faculty Improvements  78 Non-Mathematics Faculty  80 Conclusion  82 5.  Morehouse's Mathematics Learning Community  84 Math Lab  84 Third Floor Respect  87 Third Floor Disrespect  89 Collegiate Activities and Events  92 Alumni-Related Activities and Events  99 Summary of Activities and Events to Promote Community  102 Conclusion  103 6.  The Brothers' Racialized Experiences  105 Racialized K–12 Experiences  105 Racialized Experiences in Math-Related Contexts  109 Racialized Experiences in Everyday Life  113 Morehouse as a Racially Affirming Space  118 Conclusion  120 7.  Moving Forward  121 Future Goals and Aspirations  121 Implications for Undergraduate Math Education  124 Implications for Families  128 Implications for K–12 Math Education  130 Implications for Broadening the Participation of Black Men in the Mathematical Sciences  132 Implications for Policy  134 Implications for Future Research  135 Coda  137 Afterword Erica N. Walker  139 Appendix A: Theoretical and Methodological Notes  143 Appendix B: Observational Data  147 Appendix C: Fraternal Vocabulary  151 Appendix D: Acronym Glossary  153 Notes  155 References  157 Index  175 About the Author  183

Reviews

"""This book pushes beyond the common stereotypes of Black exceptionalism that the school is commonly associated with, and anchors the study using Black masculinity and Critical Race Theory to unpack the complex nature of mathematics and the racial contexts of Black male students in higher education."" --Teachers College Record"

Author Information

Christopher C. Jett is an associate professor of mathematics education in the College of Education & Human Development at Georgia State University. He received an NSF CAREER award, the 2019 Association of Mathematics Teacher Educators (AMTE) Early Career Award, and a 2019 Presidential Early Career Award for Scientists and Engineers (PECASE).

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