success stories transformative learning as lived by low-ses students
TRANSCRIPT
Success Stories
Transformative Learning as Lived by Low-SES
Students
Success Stories
A Hermeneutic Phenomenological Mathematics Education Dissertation
Study
The Problem
My Teaching Experience
The obstacles faced by these students were remarkably similar
Why is most of our research focus
here…
…and very little here?
As a result there is an increasing call within the mathematics education community for more studies of success and quality rather than continued gap-gazing at disparities
(Cobb & Hodge, 2002; Lubienski & Gutierrez, 2008;
Stinson, 2010; Walker, 2006).
desirable student outcomes measured by multiple indicators, student
retention or persistence, educational attainment, academic achievement, student advancement, and holistic
development
Holistic development applies to the development of the whole person across
multiple dimensions; intellectual development, emotional development,
social development, ethical development, physical development, and
spiritual development
We can only understand something or someone for whom
we care.(Binswanger,1963)
My Research
Stancetoo many
…ismspragmatism
constructivismcriticalethical
“As persons, we are incomparable, unclassifiable, uncountable, irreplaceable.”
(Auden, 1967)
"Many central and important phenomena in the world of human being are immeasurable.”
(Dahlberg, Nystrom, Drew, 2001)
Methodology
Describing
Interpreting
Methodological Rationale
Phenomenology is the study of lived experience.
Hermeneutics is the art and science of interpretation and thus also of meaning.
Hermeneutic Phenomenology is the study of experience together with its meanings.
(Henrik & Friessen, 2012)
Methodological RationaleA Way Rather than a Method
“Since phenomenology, for me, is not only a philosophy and human science research methodology, but it is also and importantly, I think, a way of being, becoming, living, and moving through the world.”
(Vagle, 2014, p 12 )
Natural Science vs. Human Science
Natural Science Research-detached observation, controlled experiment, and mathematical or quantitative measurement
Human Science Research-description, interpretation, self-reflective or critical analysis (van Manen, 1990, p 27)
“…we explain nature, but human life we must understand” (Dilthey, 1976)
Methodological StructureHuman Science Research
Turning to the nature of lived experienceInvestigating experience as we live it Reflecting on essential themesThe art of writing and rewriting…and
rewriting…and rewriting…Maintaining a strong and oriented relationBalancing the research context by
considering the parts and the whole
(van Manen, 1990)
…many underprepared students do persist and succeed; undergoing a perspective transformation as described by Mezirow’s transformative learning theory.
(Sitomer et al., 2012).
Understanding perspective transformation as experienced and
understood by previously unsuccessful now successful students will provide
essential understandings as to how we might foster change from destructive to productive mathematical dispositions.
Research Question
What has been the participant’s
experience with mathematics?
…from the lit review
Cognitive, Affective, Relational
Cobb and Hodge (2002) call for attention to the relational perspective, including the students relation to the institution, the local community. A holistic approach requires an understanding of context.
Affective Domain
Four concepts have been identified in the research on affect in mathematics education: beliefs, attitudes, emotions, and values.
(Hannula, 2004)
A HOLISTIC APROACH
Goldin (2002) asserts the cognitive demands of
mathematical learning cannot be
addressed independently of the affective demands.
Successful Transitions from Failure to Success
Howard’s (2008) phenomenological study of successful developmental mathematics students. Five dominant themes emerged from the study.
Successful Transitions from Failure to Success
1) turning point 2) attitude 3) motivation4) learning environment 5) learning strategies
Research in the Unique Context of the Community College
Mesa V., Wladis C., Watkins L., Research problems in community college mathematics education: Testing the boundaries of K-12 research. Journal of Research in Mathematics Education, Vol 45. N. 2 (March 2014). pp. 173-192. NCTM
Sitomer, A., et al. Moving from anecdote to evidence: A proposed research agenda in community college mathematics education. MathAMATYC Educator. Vol 4. N. 1 (September 2012). pp 35-40. AMATYC
Participant
SelectionPurposef
ulSampling
Maximum variation of race, ethnic background, gender, familial status, rural, urban across the experience of the common phenomenon.
Data Collection
Initial-Researcher Bracketing-Bridling
Interview
ResearcherReflexive Journal
Participant Interviews
Focus Group Member Check
…a group of scholars from a variety of departments, such as psychology, philosophy, literature, nursing, education, business and forestry.
…focuses on utilizing phenomenological and other qualitative methods to gain a better understanding of human experience in its various manifestations.
Bracketing or Bridling Interview
Themes from my personal transformational learning experienceCritical world view Greater appreciation for learningLearning to do schoolExperience from the school of lifeTransitions and turning pointsShame to successWatching my mother’s example
Success Stories
The beginnings of the thematic analysis of the study.
The power in these stories has been overwhelming.
For the participants the opportunity to have someone listen to their story has provided a sense of satisfaction.
(paraphrased) I saw the other older girls (strippers) they were all strung out and on drugs…becoming prostitutes…looking rough. I couldn’t let that happen to me. I had to educate myself or that was going to be me
(paraphrased) I had to change or I was going to be dead. I had to get an education…
Sparking Transformation
On Academic Success….
... and, for me, with the A's, and I'm so sorry for this, this analogy, but it's so true. Uh, once I got that first A, Oh, I was chasing that high, just like an addict chases that first high, I was chasing that high., the As. The differences, and this is an awesome difference, I met that high, every time I got that A, whereas with the drugs, you just fall short, you never quite reach that initial high ever again. But with that A, every time I got one, it was just as awesome as the last time, and in some cases, even more awesome,
On Placement Tests….
Well, when I took the placement test, I didn't want to read through it, I didn't want to take my time to try and say hey....umm... this is the right answer, this is the right answer...so...(laugh)....silly me, because I do watch a lot of Cosby shows...(laugh)...
On Placement Tests….
...(laugh)... I remember what Bill Cosby had said on TV. (laugh) He was talking to one of his daughters and he said; " Anytime you take a multiple-choice test do C, A, B, which spells CAB, (laughing) so on my placement exam at Tharbad State that's all I went down there and I started doing, putting, C, A, B, C, A, B, spelling CAB...you know
On Placement Tests….
...(laugh)... ...you know...and so when it came time for me to take the course...um...I sat in there and I was just so upset with the fact that I had to take the (developmental math)course...
Teachers……
…villains or heroes?
Mostly Heroes!
…most of my support has been from instructors
…because he gets you, the student involved and participating...and if you want to learn, you're eager to learn, you will be up at the board, if not, of course, you will be sitting in your seat or not come.
Mostly Heroes!
…she (social worker) gave me a reason to want to live
…and, um, you know, I got my GED. I was encouraged by several people(including teacher from the program). I was within five points of a perfect score on the GED. I'm extremely proud of that. That was the first evidence that I ever had that I wasn't stupid, ever!
…with a few Villains!
“Hey... you know…I don’t understand”. (mimicing teacher) “Well, okay, I will teach it to your real quick, but we have got to move on”
…with a few Villains!
...and looking back today, I can look and honestly say, those teachers, there did not have a passion....I felt like....did not have a passion to say....."Hey, we're going to get you through this, it's gonna be alright...you know...uhhh..."what can I help you with",
…with a few Villains!
“I took, um, inferential statistics. From a gentleman that started the very first class with "In my experience women are not good at math”. I, I'll go ahead and tell you he was about 960 years old, uh, (laughing) and he was very good at math... and I had a great time proving that man wrong by having the highest grade in the classroom that semester. Out of all the males, I had the highest grade.”
“Your give a damn is broken”
“...there's something my mom pointed out that, when you're younger, particularly when you're taking like freshman and sophomore classes, as a traditional student, you don't want to say a whole lot, and...(clears throat)...as an older student, um, at that point your give a damn is broken (laughing).
“Your give a damn is broken”
“... coming in as a nontraditional student you know exactly what you're there for, at least in my case. And, you know, you have an idea what you want to get out of class, and, it's not going to bother you to point something out, or ask a question, or anything like that, cause, you just don't have that fear or worry about what anybody else in the room is going to say, you just don't care, cause I know what I want out of it…
“Your give a damn is broken”
…I'm going to ask the questions and make the points I need to do...to get what I need to get out of it.”
“When you educate a man you educate an individual; when you educate a woman you educate a whole family.”
Robert MacIverv
Paying it Forward
…..."Man, Momma and Daddy, they went to school while we were going to school, they did it!...you know..."They were determined. I could do it to!“
Paying it Forward
…..."and not only am I setting an example with my immediate family, but I'm setting an example for these teenagers that are coming straight out of high school to come into college...and by me setting that example, I'm determined to say, Hey...you know...this is the proper way how you want to organize, because, take it from me, I have life skills to bring to the forefront, that I can teach you how to be organized. I can teach you how to be prepared…
Paying it Forward
…but it's up to you to be determined, if you're ready to come to school and to learn...and for me I'm determined to come and learn.
…from the lit review
A Synthesis
Vygotsky’s (1962) social-cultural (social constructivism)
Kolb’s (1984) Experiential Learning
Mezirow’s (1981) transformative learning theory
Mezirow’s (1981) Transformative Learning Theory
asserts that success for adult learners hinges on a perspective transformation by the learner.
Core Elements (Taylor, 2009)
Individual Experience, Critical Reflection, Dialogue, Holistic Orientation,
Awareness of context, Authentic Relationships
Implications for Practice
How might we help students
experience positive turning points?
Closing ThoughtsIn our current climate of the
acceleration narrative, the wholesale dismantling of productive
developmental education programs, and the continued pointless search for
the one-size-fits all remediation scheme, we must be reminded that at the community college we are in the
business of being open access, democratic institutions providing
everyone a chance at higher education.
Closing Thoughts
We are tasked with educating people, other
human beings, not numbers. Many of the
current “reforms” would have made these success
stories and my own impossible.
