Exploring the Factors Involved to Support African American Males' Success in Mathematics During the Early Grades

This study used a mixed methods approach to examine the instructional and social emotional factors that support African American boys’ success during early elementary grades. The study investigated key influences including teacher and parent demographics, student-teacher, and parent-student relationships, building mathematical confidence in students, and approaching math as a long-term investment. It explored how these factors existed within an ecosystem that contributed to positive math outcomes for students by the third grade. The study used surveys and interviews of teachers, parents, and students to describe instructional activities, relationships, and interactions at school and home that supported positive math outcomes. Findings revealed that key teacher and parent characteristics that provided stability, positive relationships between students, teachers, and parents, and the building of mathematical confidence in African American male students provided an environment that produced success for African American males. Finally, the study identified that districts and schools can utilize the California Community Schools Framework (California Department of Education, 2022b) to develop an ecosystem that supports math success for African American boys.