当前位置: X-MOL 学术Am. J. Community Psychol. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
“Being a team of five strong women… we had to make an impression:” The College Math Academy as an intervention into mathematics education
American Journal of Community Psychology ( IF 3.4 ) Pub Date : 2021-12-15 , DOI: 10.1002/ajcp.12573
Nandini Bhattacharya 1 , Regina D Langhout 1 , S Sylvane Vaccarino-Ruiz 1 , Natalya Jackson 1 , Maya Woolfe 1 , Wendy Matta 1 , Britney Zuniga 1 , Zella Rowe 1 , Leilani Gibo 1
Affiliation  

This paper, a first-person account, describes a community psychology-aligned intervention into a precalculus mathematics class at an Hispanic Serving Research Institution. The intervention was designed because the standard precalculus mathematics class had a high failure rate, especially for Latinx students, which was serving as a barrier for declaration of a Science, Technology, Engineering, or Mathematics major. The high failure rate indicates a structural problem that requires a structural intervention. The paper is coauthored with the teaching team, undergraduates who had taken the course, a graduate student who evaluated the class, and a community psychologist. We describe the ways that the new course, the College Math Academy, transformed the social environment through capacity building, providing access to valued resources for historically marginalized groups, facilitating opportunities to critique dominant power structures, prioritizing perspectives and experiences of people of color, and promoting understanding of how various social forces shape culture and values. The course also decentered white educational norms via adapting decoloniality and liberatory practices. In turn, each person describes their experience of the course. We draw on the first-person accounts to show how they illustrate a transformative, decolonial, and liberatory social environment. We end with implications for how community psychologists can work in their universities to support structural change.

中文翻译:

“作为一个由五名女强人组成的团队……我们必须给人留下深刻印象:”大学数学学院作为对数学教育的干预

本文以第一人称叙述,描述了在西班牙裔服务研究机构中对微积分数学课进行的社区心理学干预。之所以设计干预措施,是因为标准的初等数学课程失败率很高,尤其是对于拉丁裔学生而言,这是申报科学、技术、工程或数学专业的障碍。高故障率表明结构性问题需要结构性干预。这篇论文是与教学团队、参加过该课程的本科生、评估课程的研究生和社区心理学家共同撰写的。我们描述了新课程 College Math Academy 通过能力建设改变社会环境的方式,为历史上被边缘化的群体提供获取宝贵资源的途径,促进批评主导权力结构的机会,优先考虑有色人种的观点和经验,并促进对各种社会力量如何塑造文化和价值观的理解。该课程还通过适应非殖民化和解放实践来分散白人教育规范。每个人依次描述他们对课程的体验。我们利用第一人称的叙述来展示它们如何说明一个变革性的、非殖民化的和解放的社会环境。我们以对社区心理学家如何在他们的大学工作以支持结构变革的影响作为结尾。促进对各种社会力量如何塑造文化和价值观的理解。该课程还通过适应非殖民化和解放实践来分散白人教育规范。每个人依次描述他们对课程的体验。我们利用第一人称的叙述来展示它们如何说明一个变革性的、非殖民化的和解放的社会环境。我们以对社区心理学家如何在他们的大学工作以支持结构变革的影响作为结尾。促进对各种社会力量如何塑造文化和价值观的理解。该课程还通过适应非殖民化和解放实践来分散白人教育规范。每个人依次描述他们对课程的体验。我们利用第一人称的叙述来展示它们如何说明一个变革性的、非殖民化的和解放的社会环境。我们以对社区心理学家如何在他们的大学工作以支持结构变革的影响作为结尾。和解放的社会环境。我们以对社区心理学家如何在他们的大学工作以支持结构变革的影响作为结尾。和解放的社会环境。我们以对社区心理学家如何在他们的大学工作以支持结构变革的影响作为结尾。
更新日期:2021-12-15
down
wechat
bug