Influence of Teacher Care on Black Girls’ Math Identity Development

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Addressing Identity Development in Mathematics Classrooms: Are We Helping or Hurting Our Students?

Abstract

This study examined how teacher attitudes and instructional practices shape Black girls math identity development. Specifically, in what ways do teachers’ engagement with students, in addition to their instructional practices, have any bearing on Black girls’confidence in their math ability? A qualitative investigation yielded findings suggesting that teacher attitudes and instruction practices play a powerful role in encouraging Black girls’ sense of their own mathematics ability. Moreover, we articulate three main ways teachers can exude levels of care that promote positive math identity among their Black girl students: exhibiting positive attitudes toward students’ learning capabilities, incorporating creative teaching strategies that yield student engagement, and helping students understand that learning math is a process best achieved through continued efforts.

Authors

• Angelica N. Robinson, San Diego State University

• Brittany L. Marshall, San Diego State University