Papers by Christopher C. Jett
Journal for Research in Mathematics Education
The stories of high-achieving African American mathematics students are gaining prominence in the... more The stories of high-achieving African American mathematics students are gaining prominence in the research literature. In this multiple case study, I use a critical race theoretical frame to document and analyze the experiences of 4 mathematically persistent African American male students who earned undergraduate degrees in mathematics and subsequently enrolled in mathematics or mathematics education graduate programs. The findings reveal that these African American men drew from internal factors to influence their mathematical persistence and identified how racial microaggressions manifest themselves in postundergraduate contexts. Recommendations for practice, policy implications, and future research directions that emerged from this study are discussed to better understand African American men's mathematics experiences.
Black Men in the Academy, 2016
Race Ethnicity and Education
Journal of Urban Mathematics Education, Jul 31, 2012
Interdisciplinary Journal of Teaching and Learning, 2013
In this response, I extend the conversation started by Hayes and Juárez (2012) by highlighting ho... more In this response, I extend the conversation started by Hayes and Juárez (2012) by highlighting how culturally responsive teaching is spoken in one teacher education program where I worked and
served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs.
Journal of Black Studies, 2011
This study reports the effects of a graduate-level mathematics education course that focused on c... more This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co- researchers, but also co-authors of the study. Data
Chapters by Christopher C. Jett
The Brilliance of Black Children in Mathematics: Beyond the Numbers and toward New Discourse, 2013
CITATION: Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counterstories from mathematical... more CITATION: Stinson, D. W., Jett, C. C., & Williams, B. A. (2013). Counterstories from mathematically successful African American male students: Implications for mathematics teachers and teacher educators. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 221–245). Information Age.
Articles by Christopher C. Jett
Mathematics Teacher, Nov 1, 2015
CITATION: Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black m... more CITATION: Jett, C. C., Stinson, D. W., & Williams, B. A. (2015). Communities for and with Black male students [Focus issue – Creating Classroom Communities]. Mathematics Teacher, 109(4), 284–289.
ABSTRACT: Several researchers have made recommendations regarding strategies needed for effective classrooms as mathematical communities. In this article, based on research that explored the schooling experiences of mathematically successful Black male students, the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with Black male students.
Journal Articles by Christopher C. Jett
Representative Papers by Christopher C. Jett
What is teaching and learning mathematics for social justice
(TLMSJ)? How has TLMSJ been taken u... more What is teaching and learning mathematics for social justice
(TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking
these two central questions, another purpose of this article is to
assess the current capacity and stance of TLMSJ toward addressing issues of racial injustice. We begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. We then use this analytical lens to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.
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Papers by Christopher C. Jett
served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs.
Chapters by Christopher C. Jett
Articles by Christopher C. Jett
ABSTRACT: Several researchers have made recommendations regarding strategies needed for effective classrooms as mathematical communities. In this article, based on research that explored the schooling experiences of mathematically successful Black male students, the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with Black male students.
Journal Articles by Christopher C. Jett
Representative Papers by Christopher C. Jett
(TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking
these two central questions, another purpose of this article is to
assess the current capacity and stance of TLMSJ toward addressing issues of racial injustice. We begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. We then use this analytical lens to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.
served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs.
ABSTRACT: Several researchers have made recommendations regarding strategies needed for effective classrooms as mathematical communities. In this article, based on research that explored the schooling experiences of mathematically successful Black male students, the authors recommend four explicit strategies to effectively create classrooms as mathematical communities for and with Black male students.
(TLMSJ)? How has TLMSJ been taken up in mathematics education—both historically and contemporarily? Along with unpacking
these two central questions, another purpose of this article is to
assess the current capacity and stance of TLMSJ toward addressing issues of racial injustice. We begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. We then use this analytical lens to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.