@article{f8c9c9a2abdc4448a5176d0c5592148c,
title = "Advancing Urban Latina/o Youth in Mathematics: Lessons from an Effective High School Mathematics Department",
abstract = "This paper examines Latina/o student success in mathematics as a result of collective teacher beliefs and practices in a high school mathematics department. Based on an interdisciplinary theoretical framework and ethnographic data, the paper finds teacher collectivity allows teachers to develop meaningful relationships with their students. These relationships underlie the ability of teachers to advance large numbers of students to calculus by their senior year. Implications for researchers, policymakers, and teacher educators are discussed.",
author = "Rochelle Guti{\'e}rrez",
note = "Funding Information: Acknowledgments. An earlier version of this article was presented at the Annual Conference of the American Educational Research Association in San Diego, CA, in April 1998. Extensive research for this paper was conducted by Nora Hyland at the University of Illinois. Research for this paper was funded by the University of Illinois, College of Education and the National Academy of Education/Spencer Foundation. I thank the editors, Laurence Parker and Sofia Villenas, for their helpful comments on an earlier draft. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",
year = "1999",
doi = "10.1023/A:1023224027473",
language = "English (US)",
volume = "31",
pages = "263--281",
journal = "Urban Review",
issn = "0042-0972",
publisher = "Springer Netherlands",
number = "3",
}