Deconstructing the Deficit Narrative Surrounding the K-12 Mathematics Achievement Gap Through Critical Race Theory

• In Event: Race and STEM Education

Abstract

This paper critically examines the deficit narrative surrounding the K-12 mathematics achievement gap within Black communities in the United States. The study challenges the view that Black students are intellectually inferior based on standardized test scores, suggesting instead that this narrative is a manifestation of systemic inequities perpetuated by schools and broader societal structures. Through the lens of Critical Race Theory (CRT), the research explores how the deficit narrative influences perceptions of Black students' mathematical abilities and its broader implications on educational policies. Utilizing a qualitative meta-analysis approach, this paper deconstructs the deficit narrative across scholarly literature, policy documents, and educational reports, emphasizing its role in marginalizing the Black community and reinforcing educational disparities. The findings underscore the need for transformative pedagogies prioritizing equity and culturally responsive approaches, advocating for a shift from deficit-based to asset-based perspectives to foster inclusive learning environments within mathematics education.

Authors

• Michelle Rand, Clemson University

• Akhenaton Wilbourn, Clemson University