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Exploring How Mathematics Teachers Use Inclusive Pedagogies to Promote Robust Mathematics Identities Among Black Girls

Mon, April 16, 8:15 to 9:45am, New York Hilton Midtown, Third Floor, Trianon Ballroom

Abstract

This paper reports findings from a study that aimed to understand Black girls’ experiences in secondary mathematics classrooms and what those experiences illuminate about their mathematics identities. Examining how they experience these spaces and how certain teaching practices support their participation and learning can produce new knowledge the field might use to inform public education policies, such as the development of state-level STEM Action Centers (Zinth & Goetz, 2016). Using inclusive pedagogy as a framework, we name and interpret our Black girls’ narratives. Findings suggest that an important way to address inequities faced by Black girls in mathematics classrooms is to ensure that teachers of Black girls utilize inclusive pedagogies that encourage a robust mathematics identity.

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