Article PDF
Avoid common mistakes on your manuscript.
References
Apple, M.W. (1992). Do standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, (5), 412–431.
Carey, D. A., Fennema, E., Carpenter, T. P., & Franke, M. L. (1995). Cognitively guided instruction: Equitable classrooms in action. In G.W. Secada, E. Fennema, & L. Byrd (Eds.), New directions for equity in mathematics education (pp. 93–127). Cambridge: Cambridge University Press.
Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics. Journal for Research in Mathematics Education, 23,(1), 2–33.
Dossey, J. A., Mullis, I. V. S., Lindquist, M. M., & Chambers, D. L. (1988). The mathematics report card: Are we measuring up? Princeton, NJ: Educational Testing Service.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. Witrock (Ed.), Handbook or research on teaching, (3rd ed., pp. 3–36). New York: Macmillan.
Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30, 555–584.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly hills, CA: Sage Publications.
Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. In C. B. Cazden (Ed.), Review of research in education (Vol. 16, pp. 153–222). Washington, DC: American Education Research Association.
Secada, G. W. (1992). Race, ethnicity, social class, language, and achievement in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp.623–660). New York:Macmillan.
Tate, W. F. (1995). School mathematics and African American students: Thinking seriously about opportunity-to-learn standards. Educational Administration Quarterly, 31,(3), 424–444.
Von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 60, 121–140.
Author information
Authors and Affiliations
Additional information
She is currently involved in research focused on teacher induction/development with the CADRE project and multicultural issues in science and mathematics education.
Dr. Mitchell is also the Co-Principal Investigator of the Banneker Partnership, an Urban Systemic Program funded by the National Science Foundation. The Partnership focuses on the enrollment and achievement of African American students in mathematics and science. Dr. Mitchell received a Master of Science degree in Chemistry from Southern University and a Bachelor of Science in Secondary Education (Chemistry concentration) from the University of North Texas in Denton, Texas. Previously Dr. Mitchell taught chemistry and later became the Supervisor of Science Education for the Omaha Public Schools in Omaha.
Rights and permissions
About this article
Cite this article
McGlamery, S., Mitchell, C.T.T. Recruitment and retention of African American males in high school mathematics. Journal of African American Men 4, 73–87 (2000). https://doi.org/10.1007/s12111-000-1023-6
Issue Date:
DOI: https://doi.org/10.1007/s12111-000-1023-6