Black Girls' Perspectives on Instructional Strategies in Urban Middle School Mathematics Classrooms

• In Event: Gendered Representations and Experiences in Mathematics Education

Abstract

This study reports Black girls’ (n=208) perspectives of instructional strategies in their urban middle-school mathematics classrooms. Black feminist epistemologies and intersectionality framed the data since Black girls suffer from scholarly neglect in mathematics education research. Results showed that Black girls experienced traditional and student-centered instructional strategies in their math classes. The majority of Black girls in the study reported not liking the traditional strategies but liking all but one of the student-centered strategies. Themes that emerged during focus group and interview discussions of why they liked particular instructional strategies were that a strategy helped them learn, built their confidence or increased their interest. Overall, Black girls’ experiences and views should inform efforts to increase the instructional opportunities for all students.

Authors

• Nicole Michelle Joseph, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University