BCSER Developing a Framework for Action to Promote Black Males Access to Algebra 1 by the Eighth Grade

该项目旨在增加在公立学校学习高等数学的黑人男性青年的人数。研究者将使用混合方法设计，以获得全面和文化上适当的学生的观点。该项目包括从七年级开始，一直到八年级，为黑人男生实施一个团体咨询方案。研究人员将获得必要的知识和技能，整合来自学生和利益相关者的定量和定性数据，为未来STEM教育相关研究提供理论上的坚实基础。这些数据将使用两个理论框架进行分析，以创建新知识的基线，为数学教师和学校领导制定文化上适当的策略。 该项目的目标是推进计划，知识和针对黑人男中学生的技能，使他们能够获得，并在代数1中取得成功。 本研究将指导以下研究问题：（一）在多大程度上增加的群体干预模式的种族认同，弹性，和数学身份分数的黑人男性七年级学生相比，等待名单控制组？B）在多大程度上利益相关者的看法，理解的结构性挑战，并认为支持有助于黑人男性七年级学生成功地访问代数1在八年级？c）黑人男学生在八年级成功学习代数1的经历与其利益相关者的看法之间是否存在关系？和d）什么是建议黑人男学生和他们的利益相关者提供的策略，成功地访问代数1在八年级和坚持在未来的高级数学课程？发展一个强大的种族和数学身份的黑人学生是必要的从事一般学校的做法。STEM访问，持久性和其他相关的预测因素已经探索，但确定策略，以帮助黑人男性保持追求STEM领域的兴趣是必要的。这项研究将是第一个使用三角形解释混合方法设计，探索黑人学生的经验，他们的利益相关者的看法，以及这些发现的整合时，访问代数1在八年级。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用该基金会的智力价值和更广泛的影响审查标准进行评估的支持。

This project aims to increase the number of Black male youth who can be successful in advanced mathematics while in public schools. The researcher will use a mixed-methods design to gain a comprehensive and culturally appropriate student perspective. The project includes the implementation of a group counseling program for Black male students beginning in seventh grade and following them through eighth grade. The researcher will gain the knowledge and skills necessary to integrate quantitative and qualitative data from students and stakeholders to provide a theoretically sound foundation for future STEM education-related research. These data will be analyzed using two theoretical frameworks to create a baseline of new knowledge to develop culturally appropriate strategies for math instructors and school leaders. The goal of this project is to advance programs, knowledge, and skills targeting Black male middle school students so that they can gain access to, and be successful in Algebra 1. This study will be guided by the following research questions: a) to what extent does the group intervention model increase the racial identity, resiliency, and mathematical identity scores of Black male seventh-graders compared to a wait-list control group? b) to what extent do stakeholders’ perceptions, understandings of structural challenges, and perceived support contribute to Black male seventh-graders successfully accessing Algebra 1 in the eighth grade? c) is there a relationship between the Black male students’ experiences with successfully accessing Algebra 1 in the eighth grade and their stakeholders’ perceptions? and d) what are the recommendations Black male students and their stakeholders offer as strategies for successfully accessing Algebra 1 in eighth grade and persisting to advance level math courses in the future? Developing a strong racial and mathematic identity for Black students is necessary for engaging in general school practices. STEM access, persistence, and other related predictors have been explored, but identifying strategies to help Black males sustain an interest in pursuing STEM fields is needed. This study will be among the first to use a triangulated explanatory mixed-method design to explore both Black students’ experiences, their stakeholders’ perceptions, and the integration of these findings when accessing Algebra 1 in eighth grade.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.