Negotiating the 'White Male Math Myth': African American Male Students and Success in School Mathematics

摘要

This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using poststructural theory, the concepts discourse, person/identity, and power/agency are redefined or reinscribed. The article also shows that using a poststructural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust mathematics identities of African American male students is possible-an analysis that refutes simple explanations of effort. The article concludes, not with "answers," but with questions to facilitate dialogue among those who are interested in the mathematics achievement and persistence of African American male students-and equity and justice in the mathematics classroom for all students.