The Mathematics Education of African Americans, 1866-1954

• In Event: Critical Perspectives in Curriculum Development

Abstract

This paper presents findings from a larger study examining the mathematics and science education of African Americans, 1866-1954. Archival materials from 9 Historically Black Colleges and Universities (HBCUs) were interrogated using critical content analysis to uncover history that has been unexplored. Critical Race Theory was used to identify, describe, and make meaning of the findings. Analysis of archival data suggests three important findings: 1) mathematics education for Blacks during de jure segregation reflected two distinct philosophies—classical (liberal arts) and industrial (technical); 2) Black students were trained in pure and applied mathematics, and mathematics education; and 3) Black students engaged in rigorous mathematics. The findings provide a context to discuss the mathematics education of Blacks in the 21st century.

Authors

• Nicole Michelle Joseph, University of Denver

• Donna Jordan-Taylor, University of Washington