Date of Award

2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Sean Yee

Abstract

This multiple case study sought to determine what educational factors, if any, impacted Black students in a public school located in the South-eastern United States, to enroll in a lower-level math course. The study also aimed to view the mathematical identities of these students and have myself reflect on my practice both locally and globally. This, however, is a result of the Problem of Practice, the opportunity gap. H. Richard Milner’s (2012) opportunity gap framework served as the theoretical framework for this study and for which all findings were situated. The data was analyzed using deductive coding, with the elements of a narrative and the definition of mathematical identity serving as the codes. Educational factors including school counselors, teachers, parental support, and peer support suggested to be critical factors impacting the participants’ enrollment in low-level mathematics courses, and needing to be addressed moving forward. The participant’s mathematical identity was also revealed. Lastly, through the findings the researcher identified potential changes to their instruction and created a plan to implement both locally and globally to impact change regarding the opportunity gap.

Rights

© 2025, Richard A Ball III

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