Measuring and Understanding Black Women's Mathematics Identity

• In Event: 68.054 - Perspectives on Equity and Mathematics Education

Abstract

Using data from the Sustainability and Gender in Engineering (SaGE) project, the authors conducted secondary analyses of the Explanatory Model for Mathematics Identity (EMMI) framework to explore mathematics identity among Black women. Three factors make up the EMMI—interest, recognition, and competence/performance. Item Response Theory partial credit Rasch model analysis showed that the EMMI is unbiased when measuring mathematics identity for Black women. Structural Equation Modeling indicated that (a) interest and recognition have a direct effect on mathematics identity and (b) while there wasn’t statistical difference for recognition (.02 < .052), there were differences for interest (.6 > 0.32). This finding suggests that the role of interest for Black women needs further interrogation. Future research and implications are discussed.

Authors

• Nicole Michelle Joseph, Vanderbilt University - Peabody College

• Elizabeth Anderson, University of Denver