Nuancing How Black Learners Are Positioned in Mathematics Classrooms Using Intersectionality as an Analytical Tool

• In Event: Creating and Interrogating Inclusive Mathematics Environments: Considerations, Barriers, and Recommendations for Practice and Policy

Abstract

Purpose. The proliferation of studies that focus on Black children in the last 20 years has been critical to nuance the mathematical experiences of Black learners. While this research has provided evidence of the existence of successful Black learners of mathematics and established the different mechanisms that serve as barriers to their success, we know less about what happens in classrooms. Specifically, how Black learners experience mathematics moment-to-moment and over time. In this paper, we synthesize literature on the positioning of Black learners in mathematics classrooms

Theoretical Framework: We draw upon intersectionality (Crenshaw, 1989) as an analytical tool (Collings & Blige, 2010) to understand how Black learners are positioned in mathematics classrooms. Intersectionality is used to describe the multiple identities individuals have and how those identities intersect with power. We use the interpersonal domain of power, which connects power relations to how people are disadvantaged or advantaged within social interactions and cultural domain power which posits ideas matter and attempts to provide explanations for social inequality, to examine the final data set.

Method/Data Sources. I created a dataset of articles that focused on the positioning of Black learners in mathematics classrooms. I used three databases, EBSCO, ERIC, and ProQuest. In these databases, I used the terms “position*”, “Black” or “African American”, and “math*”. Additionally, I included articles recommended by experts on the topic of identities, positioning, and Black learners’ experiences in mathematics were included with the initial search (Gough, 2018). My final data set comprises 10 articles.

Results. After reviewing the literature we found that Black learners are positioned both productively and unproductively, by their peers and teachers. Productive positioning means a student is positioned as competent by their peers, their teacher, or themselves. Unproductive positioning means a student is positioned in problematic ways, such as slow, dumb, or incompetent, by their peers, their teacher, or themselves. rather students’ racial and gender identities. These positionings could be attributed to racial, gender, and class identities intersecting with issues of power.

Significance. Understanding how Black learners are positioned at the micro-level is important for ensuring that Black learners have access to inclusive mathematics classrooms that nurtures positive mathematical identity development. This synthesis offers implications for practice, policy, and research. First, it is important to understand how teachers' identities impact their practices with regard to positioning. Second, it is important that policies are created that support teacher around social identities and power, as well as allow them to examine their practice with a critical lens. Third, there is a dearth of research that considers Black learners positioning in mathematics in middle contexts.

Authors

• Charles Wilkes, University of Michigan

• Deborah Loewenberg Ball, University of Michigan