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Sources of Belonging for 7th Grade Black Girls in the Math Classroom: A Phenomenological Study- [electronic resource]
Sources of Belonging for 7th Grade Black Girls in the Math Classroom: A Phenomenological Study- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101815
- ISBN
- 9798379896928
- DDC
- 370
- 서명/저자
- Sources of Belonging for 7th Grade Black Girls in the Math Classroom: A Phenomenological Study - [electronic resource]
- 발행사항
- [S.l.]: : Michigan State University., 2023
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- 형태사항
- 1 online resource(137 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Roseth, Cary J.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Belonging-centered academic environments have been positively associated with increased academic achievement, engagement, and persistence. Yet, belonging is a context-driven construct, indicating that there may be differences in what an individual construes as a belonging-supportive versus belonging-thwarting environment. Therefore, when considering what a belonging-supportive math classroom looks like for Black girls in middle school, it is important to create space for them to share how their perceptions and conceptualizations have been shaped by their learning context and personal experiences. Rooted in an Axiom of Black Brilliance and drawing on frameworks such as belonging, race-reimaging, intersectionality, and PVEST, this phenomenological study explores the lived experiences of ten 7th-grade Black girls as they share their conceptualizations and identified sources of belonging within the math classroom. Drawing from multiple data sources, including math autobiographies, semi-structured interviews, and classroom observations, the 7th-grade Black girls in this study added dimension to how belonging is understood by highlighting the construct's dynamic nature. Through a layered conceptualization, the participants named competence, teachers, peers, and academic support as sources of belonging within the math classroom. Yet, the identified role of the participants' ethnic-racial identity varied among the participants. This study takes a race-reimagined view of belonging and highlights where Black girls' views of belonging differ from the literature. Additionally, this study explores how the participants' experiences can lead educators to support their sense of belonging within the math classroom more effectively.
- 일반주제명
- Education.
- 일반주제명
- Educational technology.
- 일반주제명
- Educational psychology.
- 키워드
- Black girlhood
- 키워드
- Math classroom
- 키워드
- Middle school
- 기타저자
- Michigan State University Educational Psychology and Educational Technology - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798379896928
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHarris-Thomas, Brooke.▼0(orcid)0000-0003-0177-6399
■24510▼aSources of Belonging for 7th Grade Black Girls in the Math Classroom: A Phenomenological Study▼h[electronic resource]
■260 ▼a[S.l.]:▼bMichigan State University. ▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a1 online resource(137 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Roseth, Cary J.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aBelonging-centered academic environments have been positively associated with increased academic achievement, engagement, and persistence. Yet, belonging is a context-driven construct, indicating that there may be differences in what an individual construes as a belonging-supportive versus belonging-thwarting environment. Therefore, when considering what a belonging-supportive math classroom looks like for Black girls in middle school, it is important to create space for them to share how their perceptions and conceptualizations have been shaped by their learning context and personal experiences. Rooted in an Axiom of Black Brilliance and drawing on frameworks such as belonging, race-reimaging, intersectionality, and PVEST, this phenomenological study explores the lived experiences of ten 7th-grade Black girls as they share their conceptualizations and identified sources of belonging within the math classroom. Drawing from multiple data sources, including math autobiographies, semi-structured interviews, and classroom observations, the 7th-grade Black girls in this study added dimension to how belonging is understood by highlighting the construct's dynamic nature. Through a layered conceptualization, the participants named competence, teachers, peers, and academic support as sources of belonging within the math classroom. Yet, the identified role of the participants' ethnic-racial identity varied among the participants. This study takes a race-reimagined view of belonging and highlights where Black girls' views of belonging differ from the literature. Additionally, this study explores how the participants' experiences can lead educators to support their sense of belonging within the math classroom more effectively.
■590 ▼aSchool code: 0128.
■650 4▼aEducation.
■650 4▼aEducational technology.
■650 4▼aEducational psychology.
■653 ▼aBlack girlhood
■653 ▼aMath classroom
■653 ▼aMiddle school
■653 ▼aAcademic achievement
■690 ▼a0515
■690 ▼a0525
■690 ▼a0710
■71020▼aMichigan State University▼bEducational Psychology and Educational Technology - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934880▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
