Doing the Mathematics on Urban Youth: Understanding How African American Students Perceive Their Mathematical Selves

• In Event: Roundtable Session 2
  In Roundtable Session: Studies of Diversity and Equity in Mathematics Education

Abstract

The success rate of African American students living in urban communities is low in mathematics. The result is a society with African Americans noticeably underrepresented in math-intensive fields, including science and engineering. Within the literature, factors contributing to this phenomenon are typically presented from the perspectives of researchers and educators, failing to highlight student experiences as a way of knowing. This study aimed to capture the perceptions of African American high school students living in urban contexts. More specifically, this study sought to understand the relationship between African American urban youth and mathematics, how they conceptualized their math identity, and factors they’ve identified as influencing their relationship with mathematics. Findings revealed that relationships with math are dynamic and contextually determined.

Author

• Tashera Bolds, Syracuse University