“I want them to see their magic!”: Two teachers working within structural constraints to help cultivate their Black girl students’ positive mathematics identities

Abstract

Traditional mathematics logics produce inequities that result in the perpetuation of the myths of racialized and gendered hierarchies of mathematical ability (Hottinger, 2016; Martin, 2007). There are few examples of classroom spaces that provide positive mathematics experiences for Black girls, while trying to resist traditional logics. This study looks at two successful teachers, bolstered by the nominations of their administrator and students, who navigate common structural constraints yet build strong positive mathematics identities in their middle-school Black girls. The findings show how these teachers embody aspects of BlackFMP to create safe spaces for Black girls even as they navigated school structures and mindsets that uphold traditional mathematics logics.