Developmental Relationships as a Critical Lever for Equitable Math Learning

• In Event: Promoting Equitable Learning and Career Pathways in STEM Through Positive Youth Development

Abstract

In the U.S., math is a subject with stark inequities in performance (e.g., National Center for Education Statistics, 2022) and participation (e.g., National Center for Science and Engineering Statistics, 2023) due to a range of systemic factors such as the pervasive stereotypes around who ‘math people’ are, inequitable access to high-quality math learning opportunities, lack of representation, colorblind curricula, discrimination, and implicit biases (e.g., Beasley & Collins, 2018; Fischer, 2012; Grossman & Porche, 2014; McGee, 2016; Nasir & Vakil, 2017). Although Developmental Relationships (DR) have been shown to be critical for a range of academic and social-emotional outcomes, what DR looks like specifically in math learning warrants closer examination. The potential of DR in making math enjoyable and relevant is particularly crucial given the various systemic barriers that disproportionally marginalize certain groups of youth in math. In this paper, we demonstrate DR and its corresponding relational practices as critical levers for equitable math learning

Sample. The data for this study came from structured focus groups of three math out-of-school time and tutoring programs. A total of fourteen (14) staffs and fifteen (15) youths from the three programs in the U.S. that upholds a strong commitment to serve Black, Latina/o, and other underrepresented students from low-income backgrounds.

Results. Specifically, our findings highlighted the importance of 1) building personal, genuine relationships as a foundation for math learning (Express Care); 2) providing math and emotional support that meet youth where they are at (Provide Support); 3) cultivating a growth mindset culture through constant encouragement and leveraging peer dynamics (Challenge Growth), 4) fostering healthy math identities through being ‘real’ and vulnerable (Share Power); and 5) making math meaningful to youths’ real lives and future aspirations (Expand Possibilities).

Conclusion. Strong and positive youth-staff relationships are a core component of high-quality math learning spaces and have substantial potential in addressing the systemic inequities in math. Guided by the Developmental Relationships Framework and centering the voices of Black and Latina/o youths from low-income backgrounds, as well as the staff who served them in math out-of-school and tutoring programs, this study offered actionable strategies for fostering youth-staff relationships. Taken together, our findings showed that math learning occurs in a context that is both amenable to, and supportive of, the formation of developmental relationships. Our findings also point out important, math-specific nuances for relationship building in math learning spaces. Overall, this study took a nuanced look at Developmental Relationships in math learning spaces, which has implications for advancing equity for the broader STEM fields

Author

• Lauren Rice, Latino Student Fund