Double Threat: Stereotypes of Race and Gender and the Mathematics Identities of Black Girls

• In Event: Narratives of Gender and Its Intersections as They Influence Identities and Participation in Mathematics

Abstract

This paper explores the ways Black girls experience mathematics and develop mathematics identities in a society that sustains narratives/stereotypes about their belonging and ability in the domain as Black girls. Women make up 48 percent of the labor market yet one in every four STEM jobs are held by women; fewer by women of color (Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). In 2015, Black girls where only two percent of those taking Advanced Placement Calculus exams in Michigan (College Board, 2015) which underscores that Black girls are making decisions, or decisions are being made for them, about participation in upper-level mathematics well before exiting high school. Issues of access and equity are frequently investigated as explanatory; however, this study sought to investigate ideological influences (e.g., stereotypes, epistemologies in mathematics) for Black girls and their perception of belonging in mathematics spaces. To this end, the following research questions were explored: 1) What stereotypes/narratives are Black girls aware of with regards to both Blacks and girls learning and doing mathematics? 2) What do they say are the justifications or rationales for the existence of these stereotypes/narratives and to what extent they personally subscribe to them? 3) How do they make sense of these stereotypes/narratives in relation to their own emerging identities?

To address the call for an intersectional approach of understanding these experiences (Leyva, 2017b), a phenomenological approach was taken employing both novel and traditional research methods to uncover the experiences of six Black girls (three high school seniors and three first-year university students) of what it is like learning mathematics as Black girls. Research methods included a variation of Diversity Toss (Teaching Tolerance, 2014) where participants rearrange cards representing aspects of their identity portraying salience in a particular context, a semiotic analysis of image-based mathematical autobiographies, and semi-structured interviews.

Findings suggest the racialized and gendered elements of their identities shift across settings (i.e. home, school, math class, with friends) and are most salient in mathematics class. This heightened sensitivity to these aspects of their identities influenced participation and confidence. Black girls expressed beliefs about Asians and Whites outperforming Blacks in mathematics achievement. They did not ascribe to narratives about boys outperforming girls irrespective of race positioning girls above boys in achievement, but not in interest. Notably, Black girls were considered least likely to major in mathematics when compared to women of other races. Differences in performance by race were attributed to disproportionate distribution of resources and not student deficiencies. Other beliefs about the nature of mathematics and mathematics curriculum surfaced as impacting their developing mathematics identities. They spoke at length about tracking, privileging speed and accuracy, teacher relationships, pedagogy, and a focus on grades. For them, mathematics at the secondary and collegiate level is irrelevant; disconnected from the social issues they care about. This study’s significance resides in providing a more nuanced understanding of qualitatively different ways that Black girls experience mathematics learning as Black girls and the ideologies that restrict access and participation.

Author

• Missy D. Cosby, Michigan State University