INTERACTIVE HOMEWORK: CONTEXTUALIZING BLACK GIRLS’ MATH IDENTITIES IN A FAMILY-SCHOOL PARTNERSHIP
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Date
2019-11-18
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Johns Hopkins University
Abstract
This research addressed family-school partnerships and parents’ self-efficacy with supporting their daughters’ math learning—2 factors identified in a needs assessment as being likely to contribute to the problem of math underperformance of Black girls. The needs assessment was situated at a public Montessori charter school in a Mid-Atlantic city; the pre/postembedded exploratory design intervention occurred in a traditional school in the same city. In this embedded exploratory research design, biweekly, interactive homework was given to a treatment group of approximately 40 fourth-grade students. No comparison group was available. The interactive homework contextualized math learning within key areas of students’ lives, including family and school. This research explored how contextualizing learning within these key relationships would support parents’ self-efficacy with supporting their daughters as math learners, increases in math scores, and increases in students’ sense of themselves as math learners.
Dissertation Advisor: Dr. Yolanda Abel
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Keywords
Black girls, math underperformance, family-school engagement, public Montessori, parent self-efficacy, TIPS interactive homework