Toward a Humanizing Math Feedback Protocol: A CPAR Study With Black Women Math Educators in a DC Charter School

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Examining Gender, Race, and Identity in Mathematics Education (Table 9)

Abstract

This Critical Participatory Action Research (CPAR) study examines the development of a culturally responsive math feedback protocol in a DC charter school, focusing on Black women math educators and their impact on Black girls' math identity. The study addresses the lack of culturally relevant feedback, aiming to foster safety, belonging, and affirmation for Black girls in math. Theoretical frameworks include Humanizing Pedagogy, Liberatory Consciousness, and Black Feminist Mathematics Pedagogies. Findings show that traditional feedback often undermines Black girls’ sense of belonging, with grades being a source of distress. In response, educators developed feedback strategies promoting emotional safety and belonging. This research emphasizes the importance of feedback that nurtures confidence, curiosity, and collaboration, contributing to more inclusive math classrooms.

Author

• Rachel Cason, American University