Algebra as a gatekeeper: A descriptive study at an urban university

Abstract

Algebra is often seen as the gatekeeper course in institutions of higher education in that if it is not passed successfully, a student is no longer able to continue into certain majors and on to graduation. Historically, in the United States there have been those who are "excused" from learning math to the point of proficiency because it was presumed to be too difficult for them, and typically they have been young women and minorities (Rech, 1994; Powell, 1992). When these cultural attitudes and self perceptions become internalized, it is not surprising that data indicates females and minorities tend to enroll in fewer high school math courses than do white males (Sempera & Hovis, 1990; Oakes, Ormseth, Bell & Camp, 1990; Rech & Harrington, 1994). As might be expected, since they have had more math, white males also tend to score higher on standardized math tests than do females and minorities. A case may be made that African American students, and African American men particularly, are vulnerable with regard to math performance and prevailing perceptions.