Black Girls Are Brilliant Mathematicians: A Phenomenological Study

• In Event: Brilliance of Black Youth: Perspectives on Student Success

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.

Authors

• Natalie Latrice Parker - Holliman, Texas Tech University

• Faith Maina, Texas Tech University