Focusing on African American Math Teachers to Develop a Critical Theory in Mathematics Education

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-13 - Research in Mathematics Education SIG Poster Session

Abstract

Using data from the 2011-12 Schools and Staffing Survey, Restricted File Version, this study examines the factors that place African American teachers of mathematics at risk for turnover using Lynham’s General Model of Applied Theory Building methodology. By centering this empirical study of turnover on the African American math teacher, this study highlights turnover factors that uniquely impact African American math teachers and generates a theoretical tool, Critical Racial Sociopolitical Mathematics, which can be used to disrupt inequities in mathematics education. Specifically, this study uses three dependent variables and forty independent variables to build a profile of African American math teachers to predict the likelihood an African American math teacher will intend to turnover.

Author

• Bisola Neil, University of Delaware