Black Male Students' Afrocentric Mathematics Identity (Poster 2)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Rise Above: Transformative Practices for Supporting Black Men and Boys in Education

Abstract

This study examines how African American male high school students ascribe Afrocentric values to their mathematics identities while taught by racially and gender-congruent teachers. Utilizing the Nguzo Saba as an analytical lens, the research provides insights into the interplay between cultural values, teacher representation, and mathematics education. Through a qualitative case study, the research reveals the significant influence of Black male teachers on students' sense of belonging, motivation, and academic self-concept. Findings highlight the importance of unity, self-determination, and faith in shaping students' mathematics identities.

Author

• Michael Bertrand Hoyes, North Carolina State University