HBCU Teacher Preparation and African American Students’ Perceptions of Algebra I Classroom Learning Environments: A National Study
Collette Bloom, Ed.D.
College of Education
Texas Southern University
Emiel W. Owens Jr., Ed.D.
Professor of Research and Statistics
College of Education
Texas Southern University
Abstract
Historically Black Colleges and Universities (HBCUs) have long contributed to the preparation of Black educators, yet comparatively little national evidence examines how the institutional background of teachers relates to Black students’ experiences in mathematics classrooms. This study uses the base-year High School Longitudinal Study of 2009 (HSLS:09) to examine African American students’ perceptions of Algebra I classrooms taught by early-career, certified mathematics teachers whose undergraduate institutions were classified as HBCUs or non-HBCUs. The reported weighted analytic sample was 8,799 students. Twelve student-perception items were organized into four domains: overall perception of the class, clear and engaging teaching, positive and effective learning environment, and teacher-student interaction. Descriptive comparisons showed that students in classrooms taught by HBCU-educated teachers reported more favorable perceptions on enjoyment of mathematics, low boredom, instructional interest, ease of understanding, fairness, and gender equity. Students in non-HBCU teacher classrooms reported higher favorable percentages on respect and the belief that all students could be successful. Domain-specific logistic models further identified significant associations for enjoyment (OR = 2.73), low boredom (OR = 4.35), ease of understanding (OR = 1.63), valuing students’ ideas (OR = 3.49), fairness (OR = 5.52), and gender equity (OR = 1.78), while the item concerning learning from mistakes was negatively associated with HBCU teacher status (OR = 0.69). Findings are interpreted as associations rather than causal effects and suggest that HBCU teacher-preparation pathways warrant closer attention in research on equitable and engaging Algebra I instruction.
Keywords:
Historically Black Colleges and Universities; Algebra I; Black students; teacher preparation; student perceptions; HSLS:09; culturally responsive mathematics teaching
Article Type: Open Access
Full Text: PDF
|
