Community college mathematics instructors of color on the pursuit of supporting developmental students’ self-efficacy

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15286

Keywords:

self-efficacy, mathematics education, instructors of color, community college, corequisite course, developmental education

Abstract

As of 2017, colleges in the state of Texas in the United States of America are transitioning to a corequisite model where students take developmental and traditional mathematics classes concurrently. Using a self-efficacy framework, this qualitative study aimed to explore the perceptions of four mathematics instructors of color at two community colleges in Texas that have adopted the corequisite model mentioned above. Semi-structured interviews were used to inquire how instructors perceived to best support students through this new model. Using thematic analysis, five overarching themes emerged: feelings of encouragement, vulnerability, and empathy, challenges in supporting students’ development of self-efficacy, relatedness to students. The instructors voiced many challenges in helping students. However, most of the instructors also displayed some level of attending to their student’s social and emotional needs to overcome these challenges. In many ways, instructors expressed that they have to be vulnerable with their students to overcome challenges and open themselves up so students are more willing to learn. Instructors discussed instances in which they have been oppressed, which have shaped their educator identity, influenced their current practice, and impacted their relatedness with students. Furthermore, instructors expressed constantly trying to form connections with their students. These instructors discussed how their similar social identities, such as language, race, national origin, and mathematical experiences, are an important middle ground that connects them to their students. Through relatedness and vulnerability, instructors discussed getting students to open up and become more receptive to learning, achieving the necessary outcomes to succeed. The five themes discussed in this paper foreground (a) instructors’ ability to provide student encouragement, typically through vulnerability, (b) challenges that negatively influence students’ self-efficacy and (c) relatedness and empathy to help students succeed, resulting in a higher perceived self-efficacy in their students’ part.

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Author Biographies

  • Taylor Kirkpatrick Darwin, Texas Tech University

    Taylor Darwin is a doctoral candidate at Texas Tech University. Her research focuses on corequisite mathematics courses in higher education and rural secondary STEM education. 

  • Weverton Ataide Pinheiro, Texas Tech University

    Weverton Ataide Pinheiro is an Assistant Professor of STEM Education at the Texas Tech College of Education, 3002 18th street, Lubbock, TX 79409-1071. His research focuses on issues of gender and sexuality in mathematics education and the teaching of mathematics for social justice. 

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Taylor Kirkpatrick Darwin, Weverton Ataide Pinheiro

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How to Cite

Kirkpatrick Darwin, T., & Ataide Pinheiro, W. (2023). Community college mathematics instructors of color on the pursuit of supporting developmental students’ self-efficacy . Prometeica - Journal of Philosophy and Science, 27, 210-219. https://doi.org/10.34024/prometeica.2023.27.15286