A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
Item
- Title
- A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
- Abstract/Description
- A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.
- Author/creator
- Gutiérrez, Rochelle
- Date
- In publication
- Journal for Research in Mathematics Education
- Volume
- 39
- Issue
- 4
- Pages
- 357-364
- Resource type
- en Research/Scholarly Media
- Medium
- en Print
- Background/context type
- en Conceptual
- IRE Approach/Concept
- Equity
- Racial Equity
- Primary national context
- United States
- Open access/free-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0021-8251
- Citation
- Gutiérrez, R. (2008). A “Gap-Gazing” Fetish in Mathematics Education? Problematizing Research on the Achievement Gap. Journal for Research in Mathematics Education, 39(4), 357–364.
- Resource status/form
- en Published Text
- Scholarship genre
- en Theoretical
- Item sets
- Handbook Chapter 16 Citations
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