When They See Us: The Black Girl Gaze in Secondary Mathematics Spaces

• In Event: Imagining a Just Future: The Generative Possibilities of Critical Race Theory for Classroom Practice

Abstract

Purposes and Framework
Toni Morrison (1992) observed, “American literature has been clearly the preserve of White male views, genius, and power, those views, genius and power are without relationship to and removed from the overwhelming presence of black people in the United States” (p.5). In this paper, we argue that US mathematics learning spaces clearly preserve White male views, genius and power. Maisie Gholson (2016) speaks to how Black women and girls have been constructed as invisible in STEM spaces due to the nature of writing about the Black mathematical experience monolithically. Joseph et al (2019) further extends that the experiences of White girls have been normalized as representative of all girls.

In this paper, the authors explore how Black girls' engagement in out-of-school mathematics learning ecosystems that center the Black Girl Gaze (BGG) empower them to see themselves as doers of mathematics (Martin, 2007) both presently and historically. Then, they analyze what has been done in mathematics spaces to center the experiences of Black girls in ways that enable them to be successful in secondary mathematics spaces focused on the White gaze and White comfortability. Finally, the authors conclude with a comparison of these experiences to those that they have within learning environments whose development is centered on the (BGG) and conclude with specific steps for centering the experiences of Black girls in secondary mathematics learning spaces.

Data Sources and Methods
Through the use of ethnographic field notes and the written counternarratives of Black girls, the authors will explore how Black girls navigate out-of-school secondary mathematics learning spaces. Counternarratives of intersectionality as Black girls navigate both racism and sexism in secondary mathematics learning spaces will help center Black girls' experiences in out-of-school learning spaces.

Results
Centering the Black girl gaze in out of school mathematics learning contexts increases their mathematical confidence, strengthens peer to peer networks, amplifies positive racial and gender identity, and supports the development of racial consciousness (Author & Mutegi, 2018; Author et al, 2020; Author et al, 2022).

Significance
Out-of-school mathematics learning ecosystems that center the Black Girl Gaze (BGG) empower them to see themselves as doers of mathematics (Martin, 2007) both presently and historically. The authors provide specific steps for centering the experiences of Black girls in formal secondary mathematics learning spaces gleaned from GSI.

Word Count: 380

Authors

• Evan Taylor, Indiana University - Indianapolis

• Crystal Morton, Indiana University - Indianapolis

• Imade Williams, Indiana University