Centering Secondary Multicultural Mathematics Education on Identity: An Interpretation of Multicultural Frameworks through the Identity Construct

Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com

Y

6

Secondary School Students; Mathematics Education; Culturally Relevant Education; Social Justice; Teaching Methods; Educational Philosophy; Barriers; Self Concept; Minority Group Students; Diversity; Cultural Capital; Educational Theories; Career Choice; STEM Education; Access to Education

1068-3844

Research has indicated that minoritized students have much to contend with in classrooms where educational practices devalue diversity and where traditional teaching practices dominate to create barriers within the school and social structures. These approaches tend to exclude minoritized learner populations from pursuing STEM careers by ignoring their cultural capital and impeding them from constructing their mathematical identities. The framework of well-known multicultural education theorist and researcher Christine Sleeter, situated in a multicultural philosophical view of teaching, can be reinvented toward fostering students' mathematical identities. This article discusses the framework's four themes': (1) Culturally Relevant Curriculum; (2) Culturally Relevant Pedagogy; (3) Social Justice and Critical Mathematics; and (4) Negotiating Barriers and Strengthening Supports/Access. The authors find it essential to re-examine Sleeter's work because there is limited research about how the four factors guide multicultural mathematics education enactment at the secondary education level.

ERIC

2022

EJ1349754