The Role of Human Resource Capital of Black and Latino Middle Schoolers' Mathematics Identities.

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Bibliographic Details
Title:	The Role of Human Resource Capital of Black and Latino Middle Schoolers' Mathematics Identities.
Authors:	Keck-Staley, Tracey Lavette¹ keckt@wssu.edu
Source:	Negro Educational Review. Spring-Winter2010, Vol. 61 Issue 1-4, p7-40. 34p.
Subject Terms:	Human capital, Black students, Hispanic American students, Learning strategies, Mathematics education (Middle school), Education of Black people, *Community education, Sociocultural factors, Social interaction
Abstract:	Student learning in the mathematics classroom is described as being both social and personal. Students' prior knowledge (human capital), attitudes (personal capital), and social skills and/or cultural values (sociocultural capital) are personal components they bring into the classroom. The purpose of this instrumental case study was to explore (a) the role of human resource capital as it relates to Black and Latino middle school students' engagement in a mathematics community of practice and (b) the impact of this engagement on their mathematics identities. Results suggest that these students bring rich human resource capital that links their out-of-school and in-school experiences, social interactions, and personal motivations. Educators are challenged to capitalize on Black and Latino students' human resource capital and mathematics identities in order to help lead students to mathematical understanding. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Student learning in the mathematics classroom is described as being both social and personal. Students' prior knowledge (human capital), attitudes (personal capital), and social skills and/or cultural values (sociocultural capital) are personal components they bring into the classroom. The purpose of this instrumental case study was to explore (a) the role of human resource capital as it relates to Black and Latino middle school students' engagement in a mathematics community of practice and (b) the impact of this engagement on their mathematics identities. Results suggest that these students bring rich human resource capital that links their out-of-school and in-school experiences, social interactions, and personal motivations. Educators are challenged to capitalize on Black and Latino students' human resource capital and mathematics identities in order to help lead students to mathematical understanding. [ABSTRACT FROM AUTHOR]
ISSN:	05481457