“I’m scared to ask for help”: Black Girls’ Voicing of their K-12 Math Experiences

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Education, Schooling

Abstract

Theories of intersectionality and Black girlhood posit that Black girls have markedly different experiences and ways of navigating the world including their K-12 math education than their peers (Butler, 2019; Collins, 1990). Research has demonstrated, for instance, that math teachers focus more on Black girls’ behaviors rather than their mathematics development as learners (e.g. Francis, 2012). If we are to move towards equitable and socially just math classrooms, more research that centers Black girls’ voicing of their math experiences and needs is imperative (Author, 2017). Additionally, little is known about how Black girls connect their experiences in K-12 math classes to their math identity and value of math beyond K-12. It is critical that this is better understood given the low enrollment of Black women in STEM-related college majors and the underrepresentation of Black women in STEM fields (NCSES, 2019).

The present study included 48 Black girls from mixed SES backgrounds enrolled in the 11th (n = 39) or 10th grade (n = 9) at 10 urban schools.The Black girls participated in one of 12 focus groups in a quiet location at their school and discussed prompts such as “Let’s talk about the last time you enjoyed math. What was it like?”. Fifty percent of the focus groups included Black girls who were in advanced math classes while the others were in general math classes. Participants were sampled from a larger study which included 55 additional focus groups that were not only composed of Black girls.

The Black girls reported some positive experiences in elementary school but predominantly reported negative experiences in their middle and high school math classes. They reported that their middle and high school math teachers were unsupportive, unenthusiastic, and used ineffective pedagogical strategies. For instance, their teachers predominantly used worksheets and rarely provided opportunities for them to engage in active learning especially in activities that they considered fun and relevant to life outside of the classroom (e.g. projects and group work). Notably, students rarely reported that they viewed math as valuable outside of school and were rarely able to discuss how their career interests would utilize math. Additionally, most of the Black girls seemed to have a poor math identity as indicated by their discussion of four components of math identity (i.e. recognition, interest, competence and performance; Cribbs et al., 2015). Importantly, students explicitly stated how their perceptions of their math identity and the usefulness of math developed due to their largely negative experiences in math classes across K-12.

The findings highlight the critical need to identify pedagogical strategies and classroom environments that are effective and engaging for Black girls and to strengthen the political and pedagogical content knowledge of middle and high school teachers. The study also highlights the need for math classes where a culture of care and inclusive pedagogy are normative. Finally, this study highlights the value in research that centers Black girls’ voices about their experiences and visions for their math classes.

Authors

• Ashli-Ann Douglas, Vanderbilt University
  Presenting Author

• Mariah Harmon, Vanderbilt University
  Non-Presenting Author

• Nicole Joseph, Vanderbilt University
  Non-Presenting Author

• Bethany Rittle-Johnson, Vanderbilt University
  Non-Presenting Author