Sister Circle: African American Girls and Mathematics Achievement

• In Event: STEM Issues Related to Race, Class, and Gender

Abstract

An achievement gap continues to persist between African American and Caucasian adolescents within the United States. By 12th grade, African Americans remain the lowest performing group on mathematics standardized assessment tests (NAEP, 2011). Moreover, adding to the persistent Black and White achievement gap is the recognition of gender performance. However, these concerns have taken precedence with the focus being on the performance of Black boys. Yet, little is known about African American girls academic performance, specifically as it pertains to mathematics. This study uses an intersectionality approach to examine African American girls experiences as it pertains to racial and gender discrimination, mathematics achievement and beliefs. Several themes are identified that highlight contextual-level experiences that impact mathematics achievement and beliefs.

Authors

• Sheretta T. Barnes, Washington University in St. Louis

• Terry Harris