Two Teachers Working Within Structural Constraints to Cultivate Their Black Girl Students’ Positive Mathematics Identities

• In Event: Mathematics Teaching and Learning: Uncovering and Unpacking Instructional Practices

Abstract

Traditional mathematics logics produce inequities that result in the perpetuation of the myths of racialized and gendered hierarchies of mathematical ability (Hottinger, 2016; Martin, 2007). Since Black girls sit at the bottom of both hierarchies Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP) (2021) provides a theoretical and pedagogical framework that directly challenges these logics by amplifying Black girls’ contributions. This study looks at two successful teachers who navigate common structural constraints yet build strong positive mathematics identities in their middle-school Black girls. The findings show how these teachers embody aspects of BlackFMP to create safe spaces for Black girls even as they navigated school structures and mindsets that uphold traditional mathematics logics.

Authors

• Brittany L. Marshall, San Diego State University

• Dan Battey, Rutgers University