Asset-Based Frameworks to Examine the Belonging Experiences of Black and Latine Students: A Narrative Review

• In Event: Building New Worlds: Constructing Supportive Spaces for Historically Marginalized Students and Faculty of Color

Abstract

This narrative review examines how the dynamic nature of belonging interacts with the complex consideration of Black and Latine students’ ethnicity, race, and culture within the context of mathematics. We present the following three factors as important considerations when studying the belonging experiences of Black and Latine students within mathematics: Contextual Factors that Shape a Sense of Belonging to Mathematics, Positionality and Framing of Investigations of Belonging, and Recognizing the Whole Student. By taking an intentional look at the context in which Black and Latine students learn mathematics, as well as the framing and assumptions used in their studies, researchers are more likely to put forth research findings that support rather than harm Black and Latine students’ sense of belonging.

Authors

• Brooke Harris-Thomas, University of Michigan - Dearborn

• Korinthia D. Nicolai, Indiana University

• Xiao-Yin Chen, University of Tennessee

• Christina Areizaga Barbieri, University of Delaware