Author Note:Correspondence concerning this article should be addressed to Brenda R. Brand, 320 War Memorial Hall, Virginia Tech, Blacksburg, VA 24061-0313.
Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students
Article first published online: 9 NOV 2010
2006 School Science and Mathematics Association
School Science and Mathematics
Volume 106, Issue 5, pages 228–236, May 2006
How to Cite
Brand, B. R., Glasson, G. E. and Green, A. M. (2006), Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students. School Science and Mathematics, 106: 228–236. doi: 10.1111/j.1949-8594.2006.tb18081.x
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- Issue published online: 9 NOV 2010
- Article first published online: 9 NOV 2010
The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework (Mercer & Covey, 1980), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms.