Author： Brown Angela Humphrey
Publisher： James Nicholas Publishers
ISSN： 0726-416X
Source： Curriculum and Teaching, Vol.13, Iss.2, 1998-01, pp. : 45-57
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Abstract
Scholars have repeatedly stressed the need for equity in the mathematics classroom. However, the literature seems to focus only on the need for equity and rarely centres on the practices of those striving to achieve equity in the post-secondary mathematics classroom. The purpose of this study was to see how the African American women post-secondary mathematics teachers reinforce or go against the present patriarchal hierarchy in their mathematics environment. Findings show that those studied had teaching practices and attitudes that go against the grain to empower those on the margins in the mathematics classroom. The African American women mathematics teachers studied created accessible and empowering mathematics environments for their students.
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