Remixing Resilience: A Critical Examination of Urban Middle School Learning Environments among Resilient African American Learners

This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Invo...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2022-03, Vol.57 (3), p.432-462
Main Authors: James, Marlon C., Wandix White, Diana, Waxman, Hersh, Rivera, Héctor, Harmon, Willie C.
Format: Article
Language:English
Subjects:
Academic Aspiration
African American Students
African Americans
Anxiety
Classroom Environment
Culturally Relevant Education
Educational Environment
Learner Engagement
Learning environment
Learning Strategies
Mathematics
Mathematics Anxiety
Mathematics Education
Middle School Students
Middle schools
Predictor Variables
Questionnaires
Resilience
Resilience (Psychology)
Satisfaction
Self Concept
Student Attitudes
Student Satisfaction
Urban areas
Urban Schools
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Summary:This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Involvement, and Academic Aspiration varied significantly among higher and lower performing students. These variables are informed by the classic resilience literature on learning environment that tends to be less culturally affirming. In an effort to move resilience theory away from racial ideologies, we reconceptualize resilience as a cultural trait common among African American learners that should not be conceptualized dichotomously nor hierarchically
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085921991632