2008/07/01 by Rochelle Gutiérrez · 3 citations
Social Sciences · #Mathematics Education and Teaching Techniques #School Choice and Performance #Teacher Education and Leadership Studies
paper · doi:10.5951/jresematheduc.39.4.0357
crossref issued 2008/07/01 · crossref published 2008/07/01 · crossref published-print 2008/07/01 · openalex publication_date 2008/07/01 · crossref created 2022/01/13 · crossref deposited 2022/01/13 · openalex created_date 2025/10/10 · crossref indexed 2026/07/24 · openalex updated_date 2026/07/25
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.