Understanding the underrepresented minority experience in undergraduate calculus courses

Abstract

The purpose of the study was to investigate the experiences of underrepresented minority (URM) students enrolled in calculus courses at the University of Delaware. Coupling qualitative research methodology with critical race theory and social cognitive theory, the researcher chronicled the experiences of seven students negotiating the achievement gap in mathematics at this primarily white institution. The study allowed the students to explore their perceptions of access to mathematics, academic achievement in mathematics, and the effect of race and/or racism on their performance in college mathematics. While the national trend shows that underrepresented students earn lower overall grade point averages than their non-underrepresented counterparts, there is little specific information about their performance and experience in these courses (Nettles et al., 1986). A survey conducted by Treisman (1992) found that there are four widely held beliefs about the causes of minority (underrepresented) student failure in college calculus: low motivation, poor academic preparation, lack of family support, and low family income. Research by Bressoud, Carlson, Mesa, & Rasmussen (2013) indicates that students at research institutions offering Calculus I courses are least likely to maintain student confidence in their mathematical abilities, enjoyment of mathematics, and interest in continuing in the mathematics needed to pursue their intended careers. In order to capture the perspectives of underrepresented students taking calculus courses, interviews were conducted with participants targeted through an electronic survey instrument. Data analysis was performed through narrative inquiry, using the interview transcripts through a number of lenses such as stories simultaneously situated within a particular context and within a wider cultural context. Subsequently, analysis of the data indicated that students desire a number of changes within the curriculum, pedagogy, and calculus sequence, including more one-on-one interaction with the course instructor, as well as more collaborative work in the classroom. While cultural microaggressions were also explored in these settings, they were shown not to have a significant impact on the success of the targeted participants.