Title
Black High Achieving Undergraduate Mathematics Majors Discuss Success and Persistence in Mathematics.
Document Type
Journal Article
Publication Title
Negro Educational Review
Publication Date
2010
Abstract
Experiences of eight Black high-achieving college junior and senior mathematics majors are examined to discern which social and cultural factors shape success and persistence in mathematics. College persistence literature as well as mathematics education studies that document Black students' success in mathematics were used as frameworks to understand students' success and persistence in mathematics. Findings indicate that these students' success in mathematics was shaped by their participation in accelerated academic programs, access to advanced mathematics coursework, as well as support by their family, peers, and teachers. They also collectively agreed that their participation in college scholarship programs provided them with a variety of resources, particularly faculty and peer support; all were instrumental to these students' success as mathematics majors.
Keywords
Education
Disciplines
Education
Recommended Citation
Ellington, Roni M. and Frederick, Rona, "Black High Achieving Undergraduate Mathematics Majors Discuss Success and Persistence in Mathematics." (2010). School of Education & Urban Studies. 82.
https://research.paynecenter.org/morgan_seus/82