Black Women's and Girls' Persistence in the Pre-K–20 Mathematics Pipeline: Two Decades of Research

• In Event: 54.070 - Problematizing Equal Education Opportunity Reform: Black Women and Girls in Mathematics and Engineering

Abstract

Like other women and girls of color in the United States education system, Black women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used Critical Race Theory (CRT) and Black Feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that the malleable factors that contribute to the persistence of Black women and girls in the mathematics pipeline are structural disruptions to traditional schooling, community support for Black women scholars, and individual and collective resilience that allows Black women to succeed in hostile environments. Though these persistence factors are distinct, they can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics to advance further knowledge that will inform policy are identified and discussed as a future research agenda.

Authors

• Nicole Michelle Joseph, Vanderbilt University - Peabody College

• Meseret Hailu, University of Denver