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Fragile Mathematics Identities of High-Achieving Black Girls: The Invisibility of Lived Experiences
Sun, April 24, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), SIG Virtual Rooms, SIG-Socio-Political Issues in Mathematics and Science Education Virtual Roundtable Session RoomAbstract
Black girls’ racialized and gendered experiences in mathematics are understudied in mathematics education literature. This study centers the voices of high-achieving black girls and their recounts of mathematics-related experiences since elementary school to examine the process in which their mathematics identities are constructed. The identity resource framework (Nasir & Cook, 2009) provides a lens through which to investigate how Black girls use resources (i.e. relationships, ideas, and materials) in their environment to negotiate their mathematics identities. Findings suggest that high-achieving Black girls can develop fragile mathematics identities in response to stereotypes and microaggressions. Also, Black girls can engage in silent forms of resistance to dominant discourses that dismiss their mathematical competence.