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Journal Article

A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

Rochelle Gutiérrez
Journal for Research in Mathematics Education
Vol. 39, No. 4 (Jul., 2008), pp. 357-364
Stable URL: http://www.jstor.org/stable/40539302
Page Count: 8
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap
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Abstract

A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students, perpetuating the myth that the problem (and therefore solution) is a technical one, and promoting a narrow definition of learning and equity. I propose a new focus for research on advancement (excellence and gains) and interventions for specific groups.

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