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Flow of Argument for “You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!'”
Stereotype Management Among Academically Successful Black Mathematics and Engineering Students by Ebony O.
McGee and Danny B. Martin

The author(s) research problem can be found on page 1349 and is stated as follows: _Despite a great deal of
evidence that stereotype threat can negatively affect intellectual performance, little is known about how black students
in particular manage racial stereotypes, even to the point of using them as a motivator for high academic achievement.

The author(s) research question(s) can be found on page 1355 and is/are stated as follows:

1. Research Question 1: How do a select group of Black college mathematics and engineering students
develop success-oriented belief systems and identities and interpret high achievement outcomes?
2. Research Question 2: To what extent do academically successful Black college students characterize
and respond to learning and participation in mathematics and engineering as racialized forms of experience?
3. Research Question 3: How do they recognize, respond to, and manage these racialized experiences and
the stereotypes that emerge?
4. Research Question 4: What factors promote and motivate these students to remain resilient in the face of
these stereotypes?

The theory or theories (conceptual framework) used by the author(s) to frame or guide the study are
mentioned on page 1351-52__ and are defined as follows: “CRT or Critical Race Theory has been used as a
framework for examining “persistent racial inequities in education, qualitative research methods, pedagogy and
practice, the schooling experience of the marginalized students of color, and the efficacy of a race education policy.”

The author defines the following constructs (major terms or concepts) that are central to the research
question(s): page_1348-53 & _1354_

_Stereotype Threat_ (construct) is defined as “Stereotype threat is defined as a type of confirmation bias in
which the threat of being viewed through the lens of a negative stereotype or the fear of doing something that would
inadvertently confirm that stereotype suppresses academic performance among Black students at all academic levels.”

_Stereotype Management (construct) is defined as _Stereotype management is introduced to explain

academic resilience” and it is a “technical response to the ongoing presence of stereotype etc.

The research methods used by the author(s) to gather the data were _qualitative and quantitative ___ (list all
that are mentioned in the text and label them as Quantitative, Qualitative or Mixed). Page _1356._____

The types of data gathered by each method were (describe the data next to each method) page _1356-
1358_____

The method of _primary data__________ was used to gather data consisting of ____23 students____________

The method of _semi structured, life-story interviews.. was used to gather data consisting of ___video tape
recorded interviews.
 By gathering and analyzing this data, the author(s) determined answer(s) to their original research question(s).
For each question, the author(s) findings were as follows: page _1363-1365-1367-1369-1372_____

The finding for question #1 is attempts to prove the stereotypes is wrong 1363

The finding for question #2 is always being on point that is that means to respond to the situation and be alert
1365

The finding for question #3 is to form a critical perception and attributes things to their black behavior or
stereotypical behavior

The finding for question #4 cultural code-switching and “Frontin”

The finding for question #5 Excelling in the relevant subject to be considered smart in that.

The finding for question #6 Constructing self-directed and self-determined identities

The finding for question #7 Succeeding to serve as a role model

These author(s) determined that these findings had the following implications for the theory or hypothesis
they started out with (complete any of the following statements that apply): page _1377-1378________

 The author(s)’ theorizing about the findings challenge or complicate the theory in these ways _that he
claims “that stereotype theory does not adequately address how students deal with ubiquitous stereotypes that they
encounter daily”___1377___________

 The author(s)’ theorizing about the findings confirm the theory in these ways “The participants’
motivations to prove others wrong helped them in achieving their success”____1378_______________________

 The author(s)’ theorizing about the findings suggests a different theory or hypothesis about the research
problem which is: __ “We were not able to uncover definitive answers to how these students developed their
resilience”

Scholarly Reaction

Reaction to “You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!'”
Stereotype Management Among Academically Successful Black Mathematics and Engineering Students by
Ebony O. McGee and Danny B. Martin

In his article, the authors Ebony O. McGee and Danny B. Martin have beautifully presented the results of their
research through interviews of the intelligent black students studying mathematics and engineering of how they face
negative stereotyping and what “tactical response” they make to cope with them (1354). Both qualitative and
quantitative methods of collecting data from 23 diverse black students through the CRT framework about stereotyping
management have elicited that the students use “necessary and strategic response” (1354). Highlighting their research
questions following differences in tactical response, the authors have stated that the students merge their tactical
responses with “counterstorytelling and identity development perspectives” (1356) in terms of discipline identity. Most
of the responses reveal the tactical strategies comprising counter reactions, complication to the existing culture, “on
point” (1365) reaction and excelling with intention to become a role model or to be perceived smart (1372). The
conclusion of the research is that existence of racial stereotypical behavior and perspective cannot be removed but
“dreams and aspirations” to excel in these subjects “can be achieved” (1381).