Black Students’ Perceptions of Mathematics Teacher Treatment on their Mathematics Motivation

• In Event: When Numbers Feel White: Emotionality, Microaggressions, and Identity in Math Education

Abstract

Purpose
Structural and systemic racism impedes Black students access to high quality K-12 mathematics instruction, materials, and technology (Hill & Lubienski, 2007; Oakes, 2005). Hindering Black students’ access to high quality K-12 mathematics education positions mathematics as white property (Bullock, 2017). In schools, educators may reinforce mathematics as white property through how they treat students and their beliefs about students. Teacher’s beliefs and behaviors – and students’ perceptions of these beliefs and behaviors – may thwart or support students’ motivation in mathematics, which is tied to student enjoyment, identity development, well-being, and academic success (Branje et al., 2021; De France & Hollenstein, 2021; Matthews, 2018). This quantitative study explores (a) Black girls’ perceptions of their mathematics teachers’ treatment and (b) how these perceptions of teacher treatment relate to Black girls’ mathematics motivation. Our study is guided by the following research question: How do Grade 9 Black girls’ perceptions of their math teacher treatment affect their math motivation (i.e., self-efficacy, interest, utility value, and attainment value)?


Theoretical Framework
We leverage a framework that combines Whiteness as Property (Harris 1993) and Situated Expectancy Value Theory (SEVT; Ecceles & Wigfield, 2020) to support our analysis. Whiteness as Property provides the framework for critically unpacking the implications of mathematics teacher variables on student outcomes (Bullock, 2017), where SEVT connects teacher variables to students’ motivation.

Methodology
We took a critical approach to secondary data-analysis, using The High School Longitudinal Study of 2009 (HSLS:09). Using this dataset, we explored the math-related expectancies and task values of a nationwide sample of Black girls.

Findings
Initial findings focus on respondents who identified as both Black and female (n = 1,810). Using multiple linear regression in R (R Core Team, 2024), we found that for math attainment value students’ perceptions of gender-related differential treatment (β = 0.076, p = 0.06) and fair treatment (β = 0.21, p < 0.001) were positively associated with the students’ math identity. For math utility value students’ perceptions of gender-related differential treatment (β = 0.12, p < 0.001), teacher respectful treatment (β = 0.11, p = 0.05), and math teacher confidence in all students (β = 0.27, p < 0.001) were positively associated with math utility. For math self-efficacy students’ perceptions that their math teacher treated students fairly (β = 0.21, p < 0.001) and math teacher confidence in all students (β = 0.20, p < 0.001) were positively associated with students’ math self-efficacy. Last, for math interest, math teacher differential treatment of students (β = 0.10, p < 0.001), math teacher respectful treatment (β = 0.18, p < 0.001), and math teacher fair treatment (β = 0.25, p < 0.001) were all positively associated with math interest.

Scholarly Implications
Outcomes from this study note long-term implications of mathematics as white property on Black student outcomes. K-12 mathematics educators engaging in pedagogical practices that treat students differently based on their gender or race can influence Black students’ motivation to study mathematics and participate in mathematics-focused endeavors.

Authors

• Charlotte A. Agger, Indiana University

• Korinthia D. Nicolai, Indiana University

• Monica L. Miles, University at Buffalo - SUNY

• Whitney N. McCoy, Duke University

• Terrell R Morton, University of Illinois at Chicago