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Black Parents as Achievement Socialization Agents for Black Girls: Building Bridges to Mathematics

Black Parents as Achievement Socialization Agents for Black Girls: Building Bridges to Mathematics
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Author(s): Jemimah L. Young (University of North Texas, USA) and Jamaal R. Young (University of North Texas, USA)
Copyright: 2019
Pages: 12
Source title: Gender and Diversity: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-6912-1.ch038

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Abstract

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.

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