Teacher Tea
More than a Statistic: The Lived Experience of Black Girls in Math
Different identities lead to different perspectives and experiences in education, and the perspective of Black girls, in particular, is unique. Black girls often face intersectional challenges stemming from both racism and sexism. The recognition of these challenges is necessary for the creation of equitable learning environments in which all students can thrive. Furthermore, valuing the diverse perspectives of our students allows us, as teachers, to develop a more inclusive education for everyone.
How can schools balance academic rigor with the need for emotional and cultural understanding in the classroom? What specific strategies can schools implement to help teachers develop empathy for students from diverse backgrounds?
Researchers Nicole M. Joseph, Ashli-Ann Douglas, and Mariah T. Harmon inspect the experiences of Black girls in “Conceptualizing Intersectional Harm in Mathematics Classrooms: An Analysis of High School Black Girls' Experiences,” published in Urban Education. More precisely, they examine how Black girls experience mathematics education in urban high schools. Through focus groups with 48 Black girls, researchers found that these students frequently encountered unengaging curricula and unsupportive learning environments, which negatively affected their math identity and academic engagement.
According to this study, teachers often refused to explain concepts in multiple ways, creating an environment in which Black girls in particular felt unseen and unheard. In their interviews, the students described a lack of interactive learning experiences, with some feeling that their teachers did not believe in their abilities, or provide adequate support.
The study situates these experiences within broader sociopolitical frameworks, arguing that systemic issues of race and gender contribute to the marginalization of Black girls in math education. The researchers call for transformative changes in teaching practices that emphasize high expectations and culturally responsive pedagogy.
There is a real urgency in the need to address the challenges that Black girls face in mathematics education. Focusing on reaching students as individuals (with individual needs), rather than relying on preconceived notions of bias, may be the first step in creating stronger connections with minority students in the classroom. Teachers should strive to provide a supportive learning environment for all students, regardless of their race or gender.
Black girls in the U.S. education system face distinctive challenges due to the intersection of race and gender, which can lead to disparities in treatment and academic opportunities. Research points to certain trends and themes that shape their educational experiences.
Black girls are significantly more likely to be disciplined than their White peers. Studies show that they are suspended at five and a half times the rate of White girls, and are more likely to face harsh disciplinary actions for subjective behaviors like being “disrespectful” or “defiant.” Some researchers have posited that this difference is an example of adultification bias, where Black girls are perceived as older and therefore more responsible for their actions.
Black girls are also more likely to experience lower teacher expectations, leading to underrepresentation in advanced coursework, especially in STEM subjects. Studies have found that Black girls may be overlooked for gifted programs due to biased assessment criteria and lack of advocacy. Additionally, they frequently report feeling dismissed by teachers, which affects their engagement in academic settings.
Despite high levels of interest and confidence in subjects like math and science, Black girls remain underrepresented in STEM fields. These students often report unwelcoming classroom environments, and the persistence of racial and gender stereotypes that suggest that they are not naturally suited for technical subjects.
Despite these challenges, Black girls exhibit high academic aspirations and resilience in the face of such obstacles. Research shows that they often rely on self-advocacy in order to navigate educational barriers.
Scholars and advocates emphasize the need for culturally responsive teaching and teacher training on bias in order to create better learning environments for Black girls. Addressing these issues can help foster academic success and create schools in which Black girls feel seen, supported, and empowered.