Mathematics Identity for Black and Latinx Students: A Literature Synthesis

• In Event: Creating and Interrogating Inclusive Mathematics Environments: Considerations, Barriers, and Recommendations for Practice and Policy

Abstract

Perspective. Identity formation is considered one of the most critical aspects of development, especially during adolescence. During this time adolescents’ motivation also begins to wane in mathematics (Wang & Pomerantz, 2009). In mathematics, identity has been particularly critical; mathematics identity has been linked to whether students persist and ultimately pursue challenging mathematics activities (Boaler & Greeno, 2000). Opportunities to bolster mathematics identity are unclear, and these opportunities may vary for marginalized students, like Black and Latinx learners. Therefore, it is necessary to understand the ways that mathematics educators can give their Black and Latinx learners a voice.

Objectives. We explored how classroom opportunities influence mathematics identities for Black and Latinx students, and what researchers and educators might do differently in the future based on such evidence. We systematically reviewed the existing theories related to identity, how they are situated within mathematics, often entangled with ethnic/racial identity, and how mathematics practices have been used to further marginalize Black and Latinx students. We also highlighted practices that have empowered Black and Latinx students in culturally responsive ways. Finally, we end with research and practice considerations that may promote Black and Latinx students’ mathematics identities in culturally aware mathematics spaces.

Methods

Data Source. To find relevant articles, we used the search terms in Ebscohost databases ERIC and PsycINFO: mathematics, identity, Black, Latino. Our initial search produced over five thousand results. We then reduced our search terms to mathematics and identity. This search produced over three thousand results and was reduced to 2,200 results after removing the duplicates. Only 72 articles were relevant to our topic. We used 43 articles that were relevant for Black and Latinx students in our paper.

Results. After reviewing the 43 articles in our dataset, the following findings emerged. First, many classrooms are structured with a solo instructor bestowing knowledge onto students; teachers are seen as the experts and students are seen as novices, creating an unequal power dynamic. Secondly, this is further complicated for Black and Latinx students because classrooms tend to follow White cultural norms, even when their teachers are not White, which often suggests that for Black and Latinx students to do well, they must ignore parts of their identities. Finally, practices that have improved Black and Latinx mathematics identities and their placements within the classroom are ones where they give the power back to the students, having teachers step in only when students need guidance.

Significance. We acknowledge that mathematics is a domain in which Black and Latinx students not only do not do as well in as their White and Asian peers, but it is also a domain where students often disclose that they do not feel part of the community. Participation in any domain (e.g. sports, music, art) often requires that the participant feels like they can be seen as a do-er in that community. To that end, we examined ways that Black and Latinx students can see themselves as do-ers in mathematics, mathematics knowledge creators and inevitably increase their persistence in mathematics.

Authors

• Dana Miller-Cotto, University of Delaware

• Neil Lewis, Cornell University