As a team, we set out to explore the question of why so many African American females seem to struggle in mathematics more than their peers. To address this question, we considered how the variables of being a minority and being female contribute to this divergence. The research shows that the fight for equality in education in this country has been going on for decades. Women and minorities have fought to have the same access to and success in the academic setting as white men, and yet African American females are still behind. Some might argue that the fault lies with the individual students. If they just worked harder and made mathematics a priority, they would have more success. No one is keeping them from choosing mathematics or math-related fields. However, our research indicates that this more of a systemic issue than that of individuals. That is, the “achievement gap” is better described as a “receivement gap”. If this population is not receiving the necessary support within the context of the educational system, it is the system that needs to be changed, not the students. Two major themes emerged from our research, tracking and self-confidence. While one can be described as external, and one as internal, in truth they are interwoven.
The first system considered in that of mathematics tracking. While there is not strong evidence supporting a causal connection between tracking and underachieving African American females, there is strong correlation between low-tracked classes and these students. The danger lies is student self-concept. Not surprisingly, students begin to associate their tracking level with their own ability. “Smart” students will be placed in higher classes, while “dumb” students will be placed in lower classes. Thus, the high numbers of African American females who find themselves in low-tracked classes are at risk of not believing they are capable of being successful in mathematics. While tracking may be utilized to provide specialized support to students of various mathematical levels, it can also have a detrimental impact on the self-confidence of certain populations within tracking.
Self-confidence was another focus. Research indicates that there are few role models of African American women mathematicians. Thus, African American students in mathematics may have difficulty visualizing themselves as being successful in this subject. Low standardized test outcomes may also strengthen the idea that African American women have no place in the mathematical arena. In addition to society’s influence in dissuading minority students from mathematical endeavors, these students’ own families and cultural groups may also play a role. Parents pass along their perspectives of the subject to the next generation. Students, not seeing themselves as having a part in this aspect of society, may choose to disengage. This disengagement can result in subtle or more direct defiance against the system they feel little attachment to. Research indicates that this lack of engagement may also express itself in dropping out.
Both of these systemic issues can be addressed with the singular idea of contextualizing the curriculum for these women of color. Much of the mathematics curriculum utilized in the school may not fit the social or cultural experiences of the students they are serving. Ladson-Billings (1995) refers to this as “culturally relevant pedagogy”. We encourage administrators and teachers to seek out resources with which African American females can more strongly identify.
This is not something educators and administrators must determine apart from their students and families. According to Poplin and Weeres (1992) “The transformation of America’s schools must and can only come from within” (p. unknown). Schools have to take time to listen to those they serve, and to those who work within their walls. When they took the time to listen they heard both adults and students “cry out for a say in what they are doing inside the schools and classrooms” (p. unknown).
As a result of listening to the communities being served and making the necessary changes, the experiences of students will be transformed for the better. If tracking is being used, low-tracked students will have more opportunity for success in mathematics and find the self-confidence and motivation to continue developing their skills. High-tracked students will also be able to continue growing, not having to work so hard to navigate between their cultural experiences and the coursework. If tracking is not used, this strategy still allows for greater success for a wider population of students. This will mean that educators will need to find ways of teaching mathematics that is outside their personal contextual norms. As mentioned in the self-confidence post, African American students may choose to express themselves in the classroom differently than their fellow classmates. Teachers need to broaden their perspective of an active learner, allowing them to better support a greater diversity of students. While challenging, this will be an opportunity for the entire academic community to be enriched in other ways of understanding the world, and the mathematics, around them.
Ladson-Billings, G. (1995). Toward a theory of culturally-relevant pedagogy. American Educational Research Journal, 33(3), 465-491.
Poplin, M. & Weeres, J., (1992). Voices from the inside. Claremont, CA: The Institute for Education in Transformation at The Claremont Graduate School.
