Developing an ecological model for studying math identity for Black students

• In Event: Reconceptualizing the Role of Racialized Identities in Black and Latinx STEM Achievement

Abstract

How do Black students come to identify as “math people”? This question is complex and multifaceted, as Black students navigate educational landscapes influenced by historical, social, and political contexts. These contexts shape their psychological experiences in school environments, which, in turn, affect their identification with mathematics. Our research aims to provide a conceptual framework to deepen the understanding of mathematics identity for Black students and to push the field forward.

By adopting an ecological approach, we explore how structures, school dynamics, cultures, and ethnic/racial identity intersect to shape the mathematics identities of minoritized students, particularly Black students, and how these identities link to academic outcomes. At the macro level, broader social, historical, and political contexts play a significant role. For instance, systemic racism and historical disenfranchisement of Black communities create barriers that influence educational access and perceptions of academic abilities (Byrnes & Miller-Cotto, 2016). These macro-level factors filter down to the micro-level school environments, where school policies, teacher expectations, and peer interactions further shape students' experiences and identities (Miller-Cotto & Byrnes, 2016). The extent to which students demonstrate a strong ethnic/racial identity may influence their math identity development (Nasir, 2001). In mathematics classrooms, stereotypes about Black students can manifest as lower expectations from teachers, fewer opportunities for advanced coursework, and a lack of representation in curricular materials. Such experiences can hinder Black students' identification with mathematics and their belief in their abilities as "math people."

To illustrate the practical application of our conceptual model, we present findings from two empirical studies. The first study involved 199 middle school students, while the second study included 250 high school students. Both studies utilized a pre/posttest design where students engaged with worked examples presented in various forms: correct worked examples with self-explanations, correct worked examples alone, incorrect worked examples with self-explanations, and incorrect worked examples alone. In both studies, students showed improved mathematics performance from pretest to posttest. Notably, in the middle school sample, an increased sense of belonging partially explained the performance gains. This finding suggests that creating an inclusive classroom environment where students feel a sense of belonging can positively influence their academic outcomes. In the high school sample, math identity was a significant mediator of performance improvements. This indicates that as students begin to see themselves as capable mathematicians, their performance improves. The results from these studies provide compelling evidence of the impact of these interventions on minoritized students' mathematics performance and identity.

Our findings highlight the importance of fostering a classroom culture that values making mistakes and explaining responses. Such an environment encourages students to engage deeply with the material, learn from errors, and develop a stronger identification with mathematics. In conclusion, our ecological approach provides a comprehensive framework for understanding how various contextual factors influence Black students' mathematics identity development. By acknowledging and addressing the historical, social, and political contexts that shape educational experiences, we can create more equitable learning environments to improve academic outcomes and greater representation of Black students in mathematics-related fields.

Authors

• Dana Miller-Cotto, University of California - Berkeley

• Neil Lewis, Cornell University

• Christina Areizaga Barbieri, University of Delaware

• Julie L. Booth, Temple University