This dissertation in practice investigated the factors that contribute to or hinder the successful completion of college-level mathematics courses by Black students by utilizing a strengths-based approach. The purpose of this study was two-fold: to investigate the effects of variables, both individual and course-related, to the successful completion of college-level mathematics courses by first-time-in-college (FTIC) Black students and to explore inherent forms of cultural capital (Yosso, 2005) reported by mathematically successful students. The theoretical framework draws upon Critical Race Theory (Crenshaw et al., 1995), Cultural Capital (Bourdieu, 1986), and Community Cultural Wealth (Yosso, 2005) to inform the research. This study used a convergent parallel mixed methods research design (Creswell & Clark, 2017). The quantitative and qualitative portions of this study occurred simultaneously. Upon completion of the research, the results were then compared to identify any similarities or differences that existed within the findings. The quantitative data were collected through Barcelona's archival course completion data and then analyzed using binomial logistic regression (Peng et al., 2002). The qualitative data were collected through individual student interviews and analyzed using Colaizzi's (1978) seven-step process as outlined by Sanders (2003). This study provides data and results to inform researchers, practitioners, and policymakers related to inequities in student educational experiences, cultural responsiveness and inclusivity, and approaches to address opportunity and experience gaps. This study continues to build upon the research and scholarship by other scholars to interrupt the ideology surrounding achievement gaps.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1772 |
| Date | 01 January 2021 |
| Creators | Thomas, Lauren |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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