Examining Black Students' Mathematics Identities and Experiences: A Case Study Dissertation

The inclusion of Black learners in mathematics education discourse is typically achieved by way of deficit framing and the need for intervention rather than discussions of Black learners' brilliance (Gholson et al., 2012; Leonard & Martin 2013; Martin, 2012). Although mathematical illiteracy has become a signifier of Blackness, it is not a norm for Black learners (McKittrick &Woods, 2007). To the contrary, Black learners' brilliance need not be tested or proved, rather it works to definitively reclaim "the identities of Black children from anti-Black violence" (Martin, 2019, p. 472). As research built on Black learners' brilliance and humanity as a given, this dissertation (1) critically analyzes existing literature on Black students' mathematics experiences; (2) documents Black students' positioning of themselves and by others in the middle grades mathematics classroom context; (3) analyzes the instructional practices and activities experienced by Black learners; (4) examines the opportunities that students make to express their multi-faceted math identities; and (5) describes the mathematics experiences that Black learners envision for themselves. To describe and analyze Black students' mathematics classroom identities and experiences, I have produced three papers. The first paper is a critical analysis of existing literature on Black students' mathematics experiences which also argues for the use of race-first lenses in research centering Black students in mathematics learning spaces. The second paper is a qualitative case study of five Black students in a sixth-grade mathematics classroom and utilizes classroom observation, field notes, and artifacts as data sources to examine their positioning in the mathematics classroom. The third and final paper is also a qualitative case study of the same five Black students; however, this paper specifically helps to describe and analyze their placemaking as a form of agency and relies on one-on-one semi-structured interviews, in addition to field notes and artifacts during interviews as data sources. The significance of this dissertation is first in its critical approach when analyzing theoretical framing and methodological choices in existing literature centering Black students' mathematics experiences. This dissertation then moves beyond gathering, identifying, and analyzing themes in mathematics education discourse to employing a qualitative research design to describe and analyze Black students' mathematics classroom identities and experiences. Race-first theoretical framings, which thoughtfully balance structurally- and systemically related factors to Black middle-grades students' learning while celebrating their agency, expression, and placemaking, are apparent throughout each study. Finally, implications are offered for future research and mathematics education practice towards making mathematics spaces more equitable for Black students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]