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These roles shape students’ mathematical experiences, support identity development, and affect how boys understand and continue engaging with mathematics. 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Berry III  \nUniversity of Virginia  \nCharlottesville, Virginia, USA  \n\u003C[robertberry@virginia.edu](robertberry@virginia.edu)>  \nAbstract  \nThe stories of four mathematically successful middle schools African American boys are used to describe the roles, perceptions, and experiences of their parents. The parents of played multiple roles for their sons: (a) guardians of opportunities,(b) standard setters,(c) resources for mathematical knowledge, and (d) models of success. As guardians of opportunities, these parents were advocates, protectors, and supporters. As standards setter, parent placed high value on education and succeeding academically. As resource for mathematical knowledge, parents provided or served as a resource. As models of success, parents provided or served as roles models. Each of these roles shaped the mathematical experiences and contributed to the development of a mathematical identity that shaped the boys’ understandings of and persistence with mathematics.  \nKey words: African American, Parents, Critical Race Theory, Culture and ethnicity  \nIntroduction  \nCalvin is a sixth grade African American student in a suburban school district located in the south-eastern part of the United States. As an elementary school student, Calvin earned the highest level of achievement on standardized mathematics tests given in state for grades three, four and five. In addition, in grade four he scored in the ninety-eighth percentile on a national standardized achievement test in mathematics. On all objective measures in mathematics, Calvin performed well and in most cases he excelled. In addition, he earned good grades in mathematics by earning A’s and B’s consistently.  \nCalvin’s mother acknowledges that her son is in need of a variety of stimulation in order to prevent boredom. She knows that Calvin needs to feel that his teachers are interested and cares about him in order for him to be productive in class. Calvin and his mother admitted that mathematics is his favourite subject. Both Calvin and his mother admit that he can be a handful in class. His behaviour is not always that of a model student; however, they believe his behaviour is well within acceptable classroom norms.  \nAt the end of fifth grade, Calvin was excited about going to middle school. At that time, teachers identified students to take a mathematics placement test to gain entry into an upperlevel pre-algebra mathematics course for sixth graders. Calvin was upset because he was not selected and there were students selected to take the test who he considered were not as “good at math.” Calvin’s mother inquired about the criteria for selection of taking the placement test and  \n1 The term African American is a descriptor that includes many different segments of the American population referred to as \"black\" or Americans of sub-Saharan African ancestry. I am using this term to refer to those individuals of African descent who have received a significant portion of their socialization in the United States (Sellers, Smith, Shelton, Rowley, & Chavous, 1998) . The term African American is culturally bound to a group of people within the context of American society.  \nVolume 3(2b)– November 2008 23  \ndiscovered that Calvin met all criteria except one, teacher recommendation. Calvin’s fifth grade teacher indicated that although Calvin scored well on assessments, his behaviour and his inability to sit still would not make him a good candidate for pre-algebra in sixth grade. In a conference with the guidance counsellor, Calvin’s mother inquired about his being placed in pre-algebra. The guidance counsellor responded that she would not want to place Calvin in a class he could not pass. The counsellor assumed that Calvin would not pass the class without considering his previous performance. The principal at the middle school evaluated Calvin’s situation and ","cbCaidtwsipieT0S","https://ap.wps.com/l/cbCaidtwsipieT0S","pdf",242047,13,"English","# Abstract\n# Introduction\n## Calvin’s early mathematics achievement\n## Placement test and gatekeeping decisions\n## Perceived role of race and mission statement\n## Advocacy and broader implications","[{\"question\":\"What roles do parents play for their mathematically successful sons?\",\"answer\":\"Parents serve as guardians of opportunities, standard setters, resources for mathematical knowledge, and models of success.\"},{\"question\":\"Why was Calvin not selected for the placement test initially?\",\"answer\":\"He met the criteria except one: teacher recommendation, based on behavior and difficulty sitting still despite strong assessment scores.\"},{\"question\":\"What concerns does Calvin’s story raise for the school community?\",\"answer\":\"It raises questions about whether educators align their actions with stated mission beliefs and how commitments shape opportunities for African American boys.\"}]","Mathematically successful sons: the roles perceptions, and experiences of African American parents | PDF",1792065585,33]