Reclaiming Racial Identity to Motivate Mathematical Persistence

• In Event: Roundtable Session 22
  In Roundtable Session: Confronting Racial Inequalities in Mathematics Education

Abstract

This paper explores the mathematical and racial identities of three developmental mathematics students (One Latina, one female African refugee, and one Native American) concurrently enrolled in developmental mathematics (that I taught) and an ethnic studies seminar. While each student has experienced varying levels of mathematical success historically each reclaims his/her racial identity from the negative experiences they have had in previous mathematics classes in order to motivate their continued persistence into college mathematics.

Author

• Trevor Warburton, Jordan School District