Racialized Learning Environments: Shifting From Exclusionary to Inclusive Secondary Mathematics Classrooms

• In Event: Race and Identity in Mathematics Education

Abstract

There are countless ways structural racism, anti-Blackness, and educational inequities contribute to minoritized learners often having dehumanizing schooling experiences, especially in mathematics classrooms. It is important for researchers and educators to understand the nature of racialized learning environments in order to better support minoritized learners’ success. To this end, in this literature review, we seek to 1) describe the nature of racialized mathematics learning environments and 2) characterize secondary mathematics teachers’ inclusive teaching practices. In doing so, we contribute to the field’s understanding of the term, racialized mathematics learning environments, and synthesize the extant literature on how educators across contexts work to foster and maintain inclusive secondary mathematics classrooms, and ultimately disrupt systemic inequalities.

Authors

• Yasmiyn Irizarry, University of Texas at Austin

• Tia C. Madkins, University of Texas at Austin

• Bethany C. Miller, University of Texas at Austin

• Kendra Montejos Edwards, The University of Texas at Austin