Sociocultural orientations and the mathematical success of African American students. From: The Journal of Educational Research | Date: January 1, 2004| Author: | COPYRIGHT 2004 Heldref Publications. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information) Copyright information

Cultural orientations and social realities play a significant role in determining how African American students view mathematics and the mathematics classroom culture (Ladson-Billings, 1997; Stiff, 1990; Stiff & Harvey, 1988). As a consequence, their background influences their success in mathematics. For instance, if African American students perceive mathematics as irrelevant to their lives, sense no benefits of learning mathematics that extend beyond the classroom, lack role models who have done well in or benefited from mathematics, or view mathematics as a discipline suited ...

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