Black Girls Are Brilliant Mathematicians: A Phenomenological Study

• In Event: Contemporary Perspectives on STEM in Black Education

Abstract

Black girls are often marginalized in accessing accelerated mathematics courses which affects their socialization and identity. However, little is known about the lived experiences of brilliant Black girls who get placed in accelerated and advanced mathematics programs and how they view themselves as learners. This study investigated the phenomenology of Black girls’ realities and how they view themselves in advanced mathematical learning spaces. Using Intersectionality as an analytic framework which attempts to identify how interlocking systems of power impact those who are most marginalized in society, it is clear macro- and micro-messages in accelerated math spaces work to benefit Black girls as confident aspiring mathematicians.

Keywords: Accelerated mathematics, identity, Black girls, intersectionality

Authors

• Natalie Latrice Parker - Holliman, Texas Tech University

• Faith Maina, Texas Tech University