ABSTRACT
In this chapter we explore how Josh, Keisha, and Tony, three tenth-grade African American students, fared in a geometry course in a southeastern United States high school.1 Our goal is to illuminate the mathematics teaching the students encountered, the decisions that the students made related to their success or failure in the class, the students’ family influences on their performance, and how other school and community factors contributed to their performance in the course. We use Critical Race Theory (CRT) and an opportunity-to-learn framework as lenses through which we examine their experiences and outcomes in the course.
