TY - JOUR
T1 - Black Women’s and Girls’ Persistence in the P–20 Mathematics Pipeline
T2 - Two Decades of Children, Youth, and Adult Education Research
AU - Joseph, Nicole M.
AU - Hailu, Meseret
AU - Boston, Denise
N1 - Publisher Copyright:
© 2017, © 2017 AERA.
PY - 2017/3/1
Y1 - 2017/3/1
N2 - Like other women and girls of color in the U.S. education system, Black1 women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that structural disruptions, community influences, and resilience strategies significantly influence Black women’s and girls’ persistence in mathematics, and that combined, these factors can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics to advance further knowledge that will inform policy are identified and discussed as a future research agenda.
AB - Like other women and girls of color in the U.S. education system, Black1 women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that structural disruptions, community influences, and resilience strategies significantly influence Black women’s and girls’ persistence in mathematics, and that combined, these factors can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the experiences of Black women and girls in mathematics to advance further knowledge that will inform policy are identified and discussed as a future research agenda.
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U2 - 10.3102/0091732X16689045
DO - 10.3102/0091732X16689045
M3 - Article
AN - SCOPUS:85021275352
SN - 0091-732X
VL - 41
SP - 203
EP - 227
JO - Review of Research in Education
JF - Review of Research in Education
IS - 1
ER -