Reconstructing Math Engagement by Centering the Lived Experiences of Black and Latina/o Students

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Leveraging Multiple and Mixed Methods for Equity-Centered STEM Research (Table 24)

Abstract

This study seeks to address math engagement disparities among Black and Latina/o students in STEM education. The existing underrepresentation of these groups in STEM is linked to educational factors that hinder their math engagement. Prior research highlights the limitations of current measures of math engagement, which fail to capture the experiences of Black and Latina/o students, perpetuating racial biases. To bridge these gaps, this study introduces the Adapted Measure of Math Engagement (AM-ME), a culturally sustaining self-report measure developed in collaboration with students and teachers. Developed using antiracist methodologies, the AM-ME assesses math engagement more accurately, generating actionable insights for educators to foster inclusive math learning environments, enhancing STEM opportunities for historically resilient but marginalized students.

Authors

• Samantha E. Holquist, Child Trends

• Marisa K. Crowder, McREL International

• Ta-yang Hsieh, Search Institute

• Mark Vincent B. Yu, McREL International

• Claire Kelley, Child Trends

• Alyssa Scott, Child Trends

• James Fuller, Child Trends