David W. Stinson
Georgia State University
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Review of Educational Research | 2006
David W. Stinson
The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key historical and current theoretical perspectives regarding the schooling experiences of African American students, with an emphasis on African American male students, borrowed from the disciplines of anthropology, social psychology, and sociology. The review is organized around three discourse clusters: the discourse of deficiency, the discourse of rejection, and the discourse of achievement. The author suggests that researchers move away from the discourses of deficiency and rejection and toward the discourse of achievement when developing sound education theories and classroom practices that assist in eradicating the academic (and mathematics) achievement gap.
Archive | 2018
David W. Stinson
This chapter presents a commentary on chapters in the section focused on theoretical and political perspectives toward equity and justice in mathematics education.
Journal of Mathematics Teacher Education | 2005
Patricia S. Wilson; Thomas J. Cooney; David W. Stinson
The Mathematics Educator | 2004
David W. Stinson
Journal for Research in Mathematics Education | 2013
David W. Stinson
Archive | 2012
Anita A. Wager; David W. Stinson; Jeremy Kilpatrick
Educational Studies in Mathematics | 2012
David W. Stinson; Erika C. Bullock
The Urban Review | 2011
David W. Stinson
The Qualitative Report | 2009
David W. Stinson
Teachers College Record | 2007
Denise S. Mewborn; David W. Stinson