Scholars of urban education suggest that African American students in urban settings are uniquely marginalized by schooling systems. Utilizing these student perspectives is an important starting point for supporting their learning, especially in mathematics (Martin, 2000; Stinson, 2008; Terry & McGee, 2012). In this dissertation, I drew on critical theory (Giroux, 2008; Kincheloe & McLaren 2008) to examine students’ perspectives that offer insight into the oppressive structures that exist around African American students in mathematics classrooms in an urban school. This qualitative study examined five African American students’ perspectives on their experiences in their 7th grade Pre-Algebra classroom in the context of teacher turnover. Through interviews, written journals, and classroom observations, I elicited students’ perspectives on their experiences in their mathematics classroom. This study showed students responded to teacher turnover by emphasizing the importance of a caring and trusting relationship with their teacher. Additionally, students described initial resistance to hegemonic practices, but eventually succumbed to those practices because they did not want to fail their mathematics class. Recommendations are made for all mathematics teachers to pay closer attention to concerns and perspectives of African American students in urban schools. I also suggest ways mathematics education leaders, specifically those who are responsible for preparing teachers, can support teachers who enter a mathematics classroom after the start of the school year.
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