Disrupting racial storylines about black girls in mathematics through teaching content and building relationships

This study is a qualitative case study that focuses on the instructional practice of a white woman teacher with three Black girls. We draw upon literature that describes racial storylines for Black girls to focus on how a white Woman teacher navigates racial storylines to enact instructional practic...

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Bibliographic Details
Published in:The Journal of mathematical behavior 2024-09, Vol.75, p.101167, Article 101167
Main Authors: Wilkes II, Charles E., Battey, Dan
Format: Article
Language:English
Subjects:
And Relationships
Black Girls
Mathematical Competence
Mathematics Education
Racial Storylines
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Summary:This study is a qualitative case study that focuses on the instructional practice of a white woman teacher with three Black girls. We draw upon literature that describes racial storylines for Black girls to focus on how a white Woman teacher navigates racial storylines to enact instructional practices that are humanzing for Black girls. Specifically, we show how interactions the teacher has with three Black girls disrupt racial storylines about invisibility/hypervisibility, behavior, and ability. Implications of this work pushes back against the idea that Black girls are monolithic and illustrate practices in mathematics that support the success of Black girls.
ISSN:0732-3123
DOI:10.1016/j.jmathb.2024.101167