Date of Award
5-25-2024
Degree Type
Dissertation
Degree Name
Doctorate of Philosophy (PhD) in Education
Department
College of Education, Doctoral Program
First Advisor
Andrea Kayne
Abstract
The aim of this study was to investigate the correlation between culturally relevant Black American-sounding names and potential racial microaggressions within problem-solving scenarios in mathematics. Often, marginalized groups are unfairly characterized in society, leading to biased perceptions. Initially, I hypothesized that there would be no association between culturally relevant Black American-sounding names and the presence of microaggressions in math textbooks. Random selection was used to choose publishers for the study, and the population units (s-PU) and sample units (s-SU) were drawn from three finalists. Employing quantitative methods, I analyzed the data using the Chi-square Test of Independence and Cramer's V statistical package to explore this potential relationship. Upon analyzing the data, I rejected the null hypothesis based on the statistical results of the Chi-square test: X2= 112.625, df= 16, p < .001, and accepted the alternative hypothesis, which stated that there is a significant relationship between culturally relevant Black American-sounding names and potential microaggressions within math word problem-solving scenarios.
Recommended Citation
Gentry, Edwin James, "A Quantitative Study of Microaggressive Characteristics and Culturally Relevant Sounding Black Names Within Context of Math Word Problem-Solving Vignettes: Is There A Relationship Between Culturally Relevant Black Sounding Names and Potential Microaggressive Sentences Within The Context of Math Word Problem-Solving Vignettes?" (2024). College of Education Theses and Dissertations. 281.
https://via.library.depaul.edu/soe_etd/281
Included in
African American Studies Commons, Curriculum and Instruction Commons, Inequality and Stratification Commons, Race and Ethnicity Commons, Science and Mathematics Education Commons