Blackgirl face: racialized and gendered performativity in mathematical contexts

While race, class, and gender are often treated as well-defined and static identities within mathematics education research, we explore gender, race and class as performances through the case of a middle school Black girl, Cameryn. Scenes from video artifacts are deconstructed using a hermeneutic pr...

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Bibliographic Details
Published in:ZDM 2019-06, Vol.51 (3), p.391-404
Main Authors: Gholson, Maisie L., Martin, Danny B.
Format: Article
Language:English
Subjects:
Achievement Gap
Addition & subtraction
African American Children
African American Students
Arithmetic
Children & youth
Classrooms
Education
Educational Research
Elementary Secondary Education
Females
Feminism
Gender
Gender Differences
Girls
Hermeneutics
Illiteracy
Interpersonal Competence
Learning Processes
Mathematical analysis
Mathematical Aptitude
Mathematics
Mathematics Activities
Mathematics Education
Mathematics Instruction
Mathematics Skills
Middle School Students
Middle Schools
Narratives
Oppression
Original Article
Pain
Participation
Phenomenology
Psychology of learning
Race
Racial Factors
Racial Identification
Racial identity
Research Methodology
Resilience (Psychology)
Resistance (Psychology)
Self Actualization
Self Concept
Social Class
Socialization
Students
System theory
Systems Approach
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Description
Summary:While race, class, and gender are often treated as well-defined and static identities within mathematics education research, we explore gender, race and class as performances through the case of a middle school Black girl, Cameryn. Scenes from video artifacts are deconstructed using a hermeneutic process to reveal how Cameryn positions herself as a seemingly disinterested, resistant mathematics student through a façade we call blackgirl face . Blackgirl face not only reflects the particularities of Black girlhood for Cameryn but provides a new conceptual lens for understanding mathematics learning as a performance, requiring and enabling children to simultaneously negotiate race, class, and gender.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-019-01051-x