A Study of Race and Equity in U.S. Mathematics Education Policy

  • Author / Creator
    Hawks, Michelle C.
  • This dissertation aims to disentangle how the idea of, what I am calling, achievement as accountability has come into being and works within existing deficit narratives around who is seen to be capable in mathematics education. In particular, I interrogate U.S. federal education legislation and national level mathematics education policies in an effort to determine how race, racism, and racialization impact conceptions of equity in mathematics education. To accomplish this goal I rely on a theoretical framework of Critical Race Theory combined with governmentality, which simultaneously centres race while working to end the subordination of all peoples by acknowledging how policy impacts discourse and practice. As a way to frame my analysis I used historical ontology as my methodology which relies on history, temporal context, as well as historical conceptions of an idea to determine how terminology has been used to limit how people are perceived in the present. Through the use of Critical Discourse Analysis and Political Discourse Analysis I examine the historical record of legislation and policies that impact how mathematics is conceived of in K-12 schooling. My findings suggest the continued existence of racism within policy as well as the delinking of mathematics with racial terminology in the legislation allowing for mathematics education policies to completely erase the importance of how racism and racialization impact societal ideas of who is seen to be mathematically able.

  • Subjects / Keywords
  • Graduation date
    Fall 2019
  • Type of Item
  • Degree
    Doctor of Philosophy
  • DOI
  • License
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