University of Southern California Dissertations and Theses

Black Girl Math Magic: a qualitative inquiry into Black girls’ math self-efficacy by the time they reach Algebra 1 to ensure their academic achievement and interest in STEM careers

(USC Thesis Other)

Black Girl Math Magic: a qualitative inquiry into Black girls’ math self-efficacy by the time they reach Algebra 1 to ensure their academic achievement and interest in STEM careers

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

Black Girl Math Magic: A Qualitative Inquiry Into Black Girls’ Math Self-Efficacy by the
Time They Reach Algebra 1 to Ensure Their Academic Achievement and Interest in STEM
Careers

Lauren Diane McNally

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

December 2023

© Copyright by Lauren Diane McNally 2023
All Rights Reserved

The Committee for Lauren Diane McNally certifies the approval of this Dissertation

Kristina Kishimoto
Harold Waters
Gregory Franklin, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
Historically in America Black people are treated with discriminatory educational practices and
women are treated as an inferior gender. This study addresses the intersectionality of race,
gender as it relates to how Black girls are educated in the gateway math course: Algebra 1. This
case-study examines the perceptions of eight Black women reflecting on their time in their
Algebra 1 course in Los Angeles, California. Using surveys and interviews, they were able to
examine their feelings, reflect on their math identity, and teachers’ pedagogy. The findings
indicate that Black girls have specific needs due to the historical inequities of Black people and
women. These barriers create a challenge for Black girls to self-identify as a mathematician
unless specifically empowered. There is need for a specific focus on supports for Black girls to
excel in Algebra 1 further preparing them for the challenges of higher-level math courses and
STEM careers.
Keywords: Black girls, Black women, math, mathematicians, STEM, Algebra 1, self-
efficacy, math identity

v
Dedication
To my son Aaron R. McNally, Jr. Even though you were only two years old when I began, you
have been my reason for succeeding. As a Black boy, I hope that my example inspires you to
reach for the stars. The sky is the limit.

To my amazing, loving, supportive husband Aaron R McNally, Sr. Thank you for being there for
me through my procrastination, stressful days, health challenges, and this dissertation.

To my grandmother Deserine Bingham, who has supported my educational career in every way.
She has taught me to strive for excellence and not stop until I reach the top.

To my mom, Lynette Jones-Sawyer has always told me that I am capable of anything and has
always given me self-efficacy and self-confidence.

To my father, Reginald Byron Jones-Sawyer, Sr. told me that it didn’t matter how much money I
made, if I do what I love, the money will come. He made sure that I was passionate about
everything that I do in my life.

To my brothers Reginald Byron Jones-Sawyer, Jr. and Evan Brendon Jones-Sawyer I hope that I
have motivated you to continue to achieve your goals and don’t let anyone stop you.

vi
Acknowledgements
I would like to thank the members of my dissertation committee: Dr. Gregory Franklin
(committee chair), Dr. Christina Kishimoto, and Dr. Harold Waters. Thank you for the countless
hours of support, thorough feedback, and challenging me to be a better writer. Thank you for
working with me to ensure completion, giving me guidance, and
To my USC cohort colleagues (Thursday Night Team) that turned into friends, I thank
you for working with me in all our coursework. I was very happy to be in the online cohort
because now I have friends and colleagues all over the world. To my BLACK and Black Girl
Magic support group members, I love y’all. We made it! We were the best for each other. The
Zoom sessions, peer reviews, dissertation writing sessions, and group projects made this
experience truly amazing. I wouldn’t change it for the world. You all brought me through! The
six of us are unmatched.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................. ix
List of Figures ................................................................................................................................. x
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 1
Statement of the Problem .................................................................................................... 4
Purpose of the Study ........................................................................................................... 5
Significance of the Study .................................................................................................... 5
Limitation and Delimitations .............................................................................................. 6
Definition of Terms ............................................................................................................. 6
Organization of the Study ................................................................................................... 7
Chapter Two: Literature Review .................................................................................................... 8
The History of Black Girls in America ............................................................................... 8
Experiences of Black Girls in Mathematics ...................................................................... 11
Algebra 1 as a Gateway Course to Higher Level Math Courses ...................................... 13
The Importance of Math Self-Efficacy ............................................................................. 14
Building a Math Identity and Its Challenges .................................................................... 15
The Role of Educators ...................................................................................................... 17
Chapter Three: Methodology ........................................................................................................ 20
Purpose of the Study ......................................................................................................... 20
Selection of the Population ............................................................................................... 21
Data Collection ................................................................................................................. 22
viii
Data Analysis .................................................................................................................... 23
Chapter Four: Findings ................................................................................................................. 25
Participants ........................................................................................................................ 25
Results for Research Question 1 ....................................................................................... 28
Discussion for Research Question 1 ................................................................................. 32
Results for Research Question 2 ....................................................................................... 33
Discussion for Research Question 2 ................................................................................. 36
Results for Research Question 3 ....................................................................................... 37
Discussion for Research Question 3 ................................................................................. 42
Summary ........................................................................................................................... 43
Chapter Five: Discussion .............................................................................................................. 44
Findings ............................................................................................................................ 44
Implications for Practice ................................................................................................... 51
Future Research ................................................................................................................ 54
Conclusions ....................................................................................................................... 55
References ..................................................................................................................................... 56
Appendix A: Survey ..................................................................................................................... 65
Survey Questions .............................................................................................................. 65
Closing .............................................................................................................................. 68
Appendix B: Interview Protocol ................................................................................................... 69
Introduction ....................................................................................................................... 69
Setting the Stage ............................................................................................................... 69
Heart of the Interview ....................................................................................................... 70

ix
List of Tables
Table 1: Survey Results: Background Information 26
Table 2: Interview Results: Background Information 27
Table 3: Types of Teaching Methods 39
Table 4: Type of Learner 42

x
List of Figures
Figure 1: Algebra 1 Self-Efficacy 31
Figure 2: I Felt That I Was Treated Fairly by My Teacher 35
Figure 3: Feelings About Algebra 1 Course 40

1

Chapter One: Overview of the Study
We will always have STEM with us. Some things will drop out of the public eye and go
away, but there will always be science, engineering, and technology. And there will
always, always be mathematics.
—Katherine Johnson, Katherine Johnson: A Lifetime of STEM
As a Black woman who is a mathematician, I understand that I have been given
opportunities that others may not have been afforded. As I look back on my life, I recognize that
my identity as a mathematician was fostered by my mother who was an elementary math teacher.
Having a parent who was a teacher, I thought that her strengths were inherent. I acknowledge
that I have a biased view on this subject because I have seen first-hand that anyone can be a
mathematician. I also believe in a growth mindset, meaning that one’s abilities are not pre-
determined, so arduous work can help one to develop skills they never thought possible. There
are many times when students are permitted to believe that they are not good at math.
Unfortunately, sometimes even teachers allow their students to be defeated by a topic.
American astrophysicist and author Neil deGrasse Tyson explains, “somehow, it is okay for
people to chuckle about not being good at math. Yet, if I said, ‘I never learned to read,’ they’d
say I was an illiterate dolt” (Singh, 2022, para. 26). I attended Hampton University, and, in my
sophomore year, I changed my major from pre-medicine to mathematics. It did not dawn on me
until my class sizes went from 50 students to five students, that I was witnessing the
underrepresentation of Black students, and especially Black women, in the math field.
Background of the Problem
The lack of accessibility to education for African Americans is prevalent in American
history. According to Bailey (2022), slavery was “an institution in which Whites decimated
2

Black life and culture while building generational wealth for them and their descendants” (p. 14).
She continues to explain how Black people were forced to work on harsh cotton, tobacco, sugar,
and rice plantations and often subjected to starvation, whippings, and lynching. Williams (2005)
discussed the opposition of slaveholders to educating their slaves due to a fear that education
would threaten their authority. Since there was no purpose in Black people being educated, slave
owners prohibited it on their plantations.
After they received their freedom, the Black community went through the oppression of
Jim Crow laws, which stated, separate but equal. According to History.com (2018), Jim Crow
laws were instituted after the ratification of the 13th amendment that freed slaves. These laws
were state and local constraints and included the separation of schools and educational materials
for Black students. The educational barriers were still prevalent due to the lack of funding and
access students had in comparison to their White peers.
In 1954, a series of court cases led to the Brown v. Board of Education (1954) ruling.
According to uscourts.com, Brown v. Board of Education (1954) was a collection of five court
cases in which the “main issue was the constitutionality of state-sponsored segregation in public
schools” (para. 11) This trial ended with judges unanimously voting that “separate educational
facilities are inherently unequal” (Hornchild & Scovronick, 2004, para. 14). According to an
inquiry into the segregation of schools from 2001–2014, Brown (2016) discussed the continuous
segregation of schools based on low income and race.
The proportion of schools segregated by race and class—where more than 75
percent of children receive free or reduced-price lunch, and more than 75 percent
are Black or Hispanic—climbed from nine percent to 16 percent of schools
between 2001 and 2014. The number of the most intensively segregated
3

schools—with more than 90 percent of low-income students and students of
color—more than doubled over that period. (Brown, 2016, para. 5)
All these factors have contributed to an educational system built to ensure the failure of Black
students.
With the systematic challenge of receiving a proper education, Black students were not
given the motivation to excel at more challenging subjects such as science, technology,
engineering, and mathematics. Adding another layer of struggle is that of being a woman.
Murphy et al. (2007) conducted a compelling study examining some reasons for the
underrepresentation of women in STEM fields. The study discusses the stereotypes and stigma
that come with being a woman. They attribute this to biological differences in aptitude and
socially constructed differences. In an article written by Benbow and Stanley (1980), there was a
mathematical aptitude test that showed that there was an enormous difference in mathematical
ability that favored boys over girls. The social construct aspect included the “gendered
socialization of boys and girls, gender-role stereotypes, and unattractiveness of perceived
prototypical members of the fields” (p. 879). With this mindset, girls are already at a
disadvantage in their perceived ability. The barriers girls face in creating a passion for
mathematics, there is an apparent reason they are not invited to excel in STEM subjects and
pursue STEM careers.
According to the National Science Foundation (2017), “Black women represent just
under seven percent of the population, but only two-point three percent of math and statistics
degrees” (p. 11). The intersectionality of math education, women, and the Black community is
imperative to the expansion of diversity in STEM careers. These historical barriers to math
education led to the current struggles Black girls are experiencing as they strive for math as an
4

opportunity. According to Carly Berwick in the 2019 article “Keeping girls in STEM: three
barriers, three solutions,” she gives insight to the barriers and offers solutions for engaging
learners in science, technology, engineering, and mathematics. She explains that there is a lack of
building a math identity because there is a stereotype of who a mathematician is. The next barrier
pertains to race and class and our assumptions about who will be successful in math. “A recent
study by Sean Reardon at Stanford University revealed that girls often do better than boys on
math in racially diverse districts, while boys perform better in affluent White districts” (Reardon,
2019, para. 8). This study will provide guidance as this research explores the perception of Black
girls and how they are being supported. Finally, Berwick discusses the importance of context.
There is a need to ensure that math is being taught in an engaging way. For example, giving
students a connection to their lives or culture keeps them engaged in the learning.
This study will give Black girls the opportunity to speak their minds and share insights
into their perceptions of how we are cultivating their math abilities. We will be able to identify
struggles in the field of math and provide solutions for closing the gaps in achievement by
empowering the self-efficacy of Black girls. This study will also look at methods for building
their math identity through the visual and contextual representation of Black women in STEM
careers. Finally, there will be an intense focus on the Accelerated schools and how they can
implement professional development and training to engage teachers in a conversation about
teacher implicit biases.
Statement of the Problem
To ensure the academic success of Black girls in higher-level mathematics, there is a
need to empower their math self-efficacy by the time they reach Algebra 1. The study is centered
around young adults reflecting on their experience in Algebra 1, which is the gateway math
5

course that leads to higher-level math courses. This study will also explore when Algebra 1
should be taught and will suggest that starting Algebra 1 in ninth grade is too late. Black girls
will be interviewed to analyze how they view their math self-efficacy as it relates to their
Algebra 1 course.
Purpose of the Study
Black girls are underrepresented in the field of mathematics; therefore, this research will
be used to ensure there are intentional processes that focus on their success. This study focuses
on the past feelings of Black girls to get an understanding of the reasons why they struggled to
view their math journey as positive. Teachers will be able to use this research to collaborate with
their Black girls for a positive mathematical experience. The study will also address the
importance of teachers receiving feedback from their Black female students to work through
their biases and to be sure there are no preconceived perceptions of their abilities. Three research
questions guided the study.
1. What were Black girls’ perceptions of their math self-efficacy when they were in
Algebra 1 in Los Angeles, California?
2. How did Black girls feel their teachers supported their math identity?
3. How did Black girls feel about their teacher’s pedagogy that supported their success?
Significance of the Study
This study will contribute to the mathematical teaching of Black girls by giving educators
insights focusing on how to improve the mathematical achievement of their students. This
research explores the perceptions and feelings of students and asks them to reflect on their
growth mindset. Students may realize that part of their mathematical achievement was the result
6

of their self-efficacy. There is a focus on Algebra 1 because this course is the foundation for the
higher-level math courses that students will need to attain higher-level achievement.
Limitation and Delimitations
One of the limitations of this study is the achievement level of the students that can be
interviewed. There will not be requests of academic reports to determine the math achievement
of the participants, so the researcher will need to ensure that they were at varying achievement
levels to diversify the sample group based on achievement levels. It will also be important to
make a conscious effort to understand the background of the participants. They will be from
various school types including public, magnet, charter, and private schools. There will need to be
an understanding what opportunities the students may have had to determine if they are a factor
in the students’ mathematical achievement. Some delimitations are the race and gender of the
students.
Definition of Terms
• Algebra 1 is a generalization of arithmetic in which letters representing numbers are
combined according to the rules of arithmetic (Merriam-Webster, para. 1).
• Culturally relevant pedagogy (CRP) is a theoretical model that focuses on multiple
aspects of student achievement and supports students to uphold their cultural
identities (California Department of Education, 2022, para. 1).
• Critical race theory (CRT) is an academic concept that race is a social construct, and
that racism is not merely the product of individual bias or prejudice, but also
something embedded in legal systems and policies (Sa1wchuk, 2022, para. 5).
• Math identity is the way students identify themselves as mathematicians.
7

• Self-efficacy is an individuals’ belief in his or her capacity to execute behaviors
(Carey & Forsyth, 2009, para. 1).
Organization of the Study
Black girl math magic: a qualitative inquiry into Black girls’ math self-efficacy by the
time they reach Algebra 1 to ensure their academic achievement and interest in STEM careers is
organized into five chapters. Chapter 1 describes the background and purpose for the research. It
explains why the topic must be researched. In Chapter 2, addresses the importance of the
literature as it relates to Algebra 1 as an anchor subject, math identity, self-efficacy, and the
perceptions of teacher bias as it relates to Black girls. Chapter 3 focuses on the methodology that
has been chosen including but not limited to who have been chosen to study, how they were
selected, data collection method, and data analysis. Chapter 4 will give research findings and
Chapter 5 will analyze findings, implications, conclusions, and recommendations. At the
conclusion of the study, there will be attached references and appendices.

8

Chapter Two: Literature Review
This literature review will give background on the various problems relating to Black
girls in mathematics. It will begin with a synthesis of Black girls in America and the long-
standing history associated with the stereotypes. Next, there will be a focus on the Black girls’
mathematical experiences from their lived experiences. This section will encompass information
pertaining to their feelings in math classes. Then there will be literature on the significance of
Algebra 1 as a course to connect its importance to the foundation of learning for advanced math
courses. Next, highlighting the significance of self-efficacy and mindset and further connecting
to math education. Finally, the review of literature relating to teacher’s importance including
biases associated with Black girls.
The History of Black Girls in America
To begin, it is essential to take a critical look at the way that Black women are perceived
and how this image is depicted in the media. In the article, “Who you callin’ nappy-headed? A
critical race theory looks at the construction of Black women. Race, Ethnicity and Education” by
Ladson-Billing (2009) she examined the various views on the construction of Black women. It
begins by explaining the critical race theory, which “is a set of legal scholarship theories about
racial inequality and how race functions in the society” (Ladson-Billings, 2009, p. 88). She
addresses some examples of these images in the media of Black women as “Mammy,”
“Sapphire” and “Jezebel.” Mammy was a word that described a Black woman referring to the
caretaker of others rather than of her own. Sapphire is a Black woman who is “difficult,” bossy,
and hateful. Finally, there is Jezebel referring to a Black woman who is a promiscuous temptress
who cannot be trusted. How can Black girls be taken seriously as mathematicians with these
stereotypes?
9

The Black feminist theory shined a light on the oppression of Black women by all people
including Black men. In “The Politics of Black Feminist Thought” an article by Patricia Hill
Collins focused on the theory by using the power of self-determination and independence to
create a spirit that would challenge the perceptions. Maria W. Stewart was one of the first
pioneers of this thought in 1831. She understood the pressures of Black women asking, “How
long shall the fair daughters of Africa be compelled to bury their minds and talents beneath a
load of iron pots and kettles?” (Hill-Collins, 2015, p. 1). Hill goes on to say, there is a demand to
unveil Black women’s invisibility and reclaim their knowledge and identity. There are many
Black women who have been intellectuals and have worked through oppression to create more
intellectual road for others. The underrepresentation of Black women in mathematics addresses
the suppression of the Black feminist thought to create a world to work with and not against the
women striving for excellence.
With this in mind, Watson (2016) highlighted key concepts relating to Black feminist
theory in education in “Talking back: The perceptions and experiences of Black girls who attend
city high school.” This article focuses on the realities of Black girls highlighting their discipline
referrals, graduation rates, and challenges in comparison to Black boys. Watson’s work
highlights aspects of Brown v. Board of Education (1954) that illustrate the fact that schools are
one of the first locations of discrimination. This study also discusses the numerous factors that
cause Black girls to fall behind the curve when dealing with struggles in the classroom. It
includes case studies that examine situations in which people experience inequities due to race.
For instance, Black girls with good grades and perseverance are denied certain resources.
In addition, school discipline is a major contributing factor. There is a greater expectation
for Black girls to be mature even though White or Asian girls will have same behaviors and get
10

less punishment. In a study, it showed that Black girls were suspended at a higher rate than other
girls in high school. This is further explained in an article titled “Girlhood interrupted: the
erasure of Black girls’ childhood” by Epstein et al. (2017) which addressed the which is “the
extent to which race and gender, taken together, influence our perception of Black girls as less
innocent and more adult-like than their White peers” (p. 2). The study looks at two forms of
adultification as being (a) socialization, where children function at a more mature developmental
stage and (b) a social and cultural stereotype that addresses the way in which Black children are
perceived by adults. This is essential to the study because this research reaches back to the
history of Black children enslaved and forced to work as young as two or three years old. In the
eyes of slave owners, Black children were perceived as not deserving of playtime. Epstein et al.
(2017) continued in the same article to analyze survey results to establish how people perceived
Black girls in the areas of needing support, seeming older than their stated age, and being
punished more harshly because of these perceptions. Morris and Perry (2017) conducted a study
in a school district in Kentucky. They found that Black girls are more likely to be disciplined for
subjective infractions than White girls:
• minor violations (dress code, inappropriate cell phone usage, loitering)—two times
more likely
• disobedience—two and a half times more likely
• disruptive behavior—three times more likely
• fighting—three times more likely
• bullying/harassment—three times more likely
This data shows the compelling trends in discipline in the educational system. Butler-Barnes et al
(2021) addresses other inequitable disciplinary practices in “Visible or Invisible? Black Girls’
11

Experiences in a Mathematics Classroom.” This article discusses the necessity of code-switching
for Black girls in their math classrooms. They discuss the problem being that Black girls do not
feel comfortable in these educational spaces because they are constantly having to change their
attitude, speech, and behavior to be accepted. Black girls describe their experiences as being
“labeled as an average student, having lower aspirations, and having an intellectual deficit”
(Barnes et al., 2021, p. 28). These are part of the psychological barriers that Black girls face. In
math, Black girls do not see many visual representations of Black people in STEM careers or
many Black people who have made advancements in the STEM fields. There must be
recognition of the systemic barriers in textbooks and images in the classroom. The article speaks
about Whiteness in the classroom and how the people seen in textbooks, posters and other
instructional material are often White and male. Further endorsing Black girls to subconsciously
believe that there is no place for them in the math field.
Experiences of Black Girls in Mathematics
Scott-Jones and Clark (1986) investigate math and science achievement and how it
bridges to careers that are more profitable in “The School Experiences of Black Girls: The
Interaction of Gender, Race, and Socioeconomic Status.” There was a study conducted that
demonstrated that there is no true connection between gender and success in math. Given this,
there is a need for a growth mindset to empower their capabilities. In cognitive achievement,
there is an attributable difference in relation to race over gender. Students without resources will
not have the opportunity to gain experience in these areas. Even though this was an older article,
it has merit for the basis of my study. Looking at earlier research, how have things changed for
Black girls?
12

“Normalizing Black Girls’ Humanity in Mathematics Classrooms” by Joseph and
Matthews (2019) begins by reflecting on the history of Black girls and their backgrounds. It then
discusses their understanding of their math classroom. However, there are no discussions from
the students’ point of view that show how they can learn. There is no inquiry on students’
motivation for success. Most math educators are not abreast of what African American students
need and, therefore, they contribute to their students’ failure. From the experiences of Black
girls, the article continues with a study that gives information on what Black girls think, need,
and want in their math education. One student discussed the patience and approachability of the
teacher. The student needed the assurance to understand that their teacher was an ally. This also
further expands on the importance of recruitment and hiring of more diverse teachers with the
understanding of the inclusive pedagogy that will be linked to their students’ success.
In “Missing in Action: Gifted Black Girls in Science, Technology, Engineering, and
Mathematics, Collins” (2020) discusses the intersectionality of race, gender, and giftedness in
the STEM field. The article discusses ability and motivation as the main themes in STEM issues
among Black students. The article includes connections with gaps in STEM identities and the
persistence that manifest in various stages of development. This means that as students are
building their STEM identities and need positive representations. They are also trying to develop
the ability to be persistent in their biological stages of development.
When Black students are not empowered to believe in their ability, they fail. Regarding
girls, their history was that of housewives and “ladies” not scientists and mathematicians. There
is even research that sheds light on the experiences of girls in mathematics, however, it is usually
through the lens of White girls. Some of the highlights are the underdeveloped STEM identities,
talent, climate, stereotypical threat including imposter syndrome, and dual marginalization.
13

Black girls are not taught the tools to address the various threats that specifically affect them as a
subgroup. Fields and Cunningham-Williams (2021) “define imposter syndrome as one’s
hesitation in believing they are as intelligent, skilled and deserving of their success as their
colleagues and often believe this unfounded truth will be discovered by others at any moment”
(p. 355). It is necessary for educators to teach Black girls that they are not inferior to others by
building their self-efficacy and self-confidence. The key to this, however, is understanding that
there is a need for this additional level of support.
“Clean Corners and Algebra: A Critical Examination of the Constructed Invisibility of
Black Girls and Women in Mathematics” by Gholson (2016) referenced this quote, “you can’t
get clean corners and algebra into the same nigger” (p. 290). This quote was spoken by Nathaniel
Shaler who authored an essay in 1884 called “The Negro Problem” speaking to the emancipated
Black person’s ability to learn by comparing it to the magnitude of mathematics. The study looks
at the gaps in algebra because it is the most important course in mathematics that leads to
advanced math. There needs to be positive spaces for young Black girls to be mathematically
successful.
Algebra 1 as a Gateway Course to Higher Level Math Courses
Cortes and Nomi (2015) provide an analysis of math instruction that gave low-
performing ninth graders in Chicago public schools double time in their Algebra course in the
article “Intensive math instruction and educational attainment: Long-run impacts of double-dose
algebra.” This double time consisted of students taking two math classes—one that focused on
lecturing and obtaining new math skills and one devoted to problem solving skills and filling the
gaps. This second class was an opportunity for the students to engage in activities that included
error analysis and real-life applications. “The central concern of urban school districts is that
14

algebra may be a gateway for later academic success, so that early high school failure in math
may have large effects on subsequent academic achievement and graduation rate” (Cortez et al.,
2015, para. 27). As important as Algebra is, this school district was able to see major
improvements in their students’ understanding.
“Algebra is often seen as the gatekeeper course in institutions of higher education in that
if it is not passed successfully, a student is no longer able to continue into certain majors and on
to graduation” (Rech and Harrington, 1982, p. 65). “Algebra as a Gatekeeper: A Descriptive
Study at an Urban University” studied the academic performance of White and African
American males in their intermediate Algebra class and compared it to their ACT test scores.
The results concluded that there was a correlation between the ACT scores and the grades
received in the course. The discussion stresses the importance of Algebra as a course to ensure
the further success of the students.
The Importance of Math Self-Efficacy
Huang and Hudson (2018) assessed three items that contribute to a student’s success in
mathematics: math self-efficacy, math anxiety, and growth mindset. By building on the work of
others, they describe these terms as “math self-efficacy, math anxiety, and implicit theories of
intelligence” (p. 622). These understandings of the psychological components to the success in
math are the key to reaching Black girls.
Self-efficacy in mathematics is essential because how a person perceives their ability can
have a positive or negative effect on their performance. Usher and Parajes (2009) makes
connections in the article “Sources of self-efficacy in mathematics: a validation study between
self-efficacy and gaining mastery.” Middle school students’ self-efficacy in mathematics was
15

assessed focusing on the self-efficacy of their grades, courses, skills, and self-regulated learning.
The results indicate that there is a connection between self-efficacy and ability.
Building a Math Identity and Its Challenges
Boaler and Zevenbergen (2000) look at the sociological perspective pertaining to the
argument that people have a variety of identities that are dynamic and evolving in “The
Construction of Identity in Secondary Mathematics Education.” In mathematics, students learn to
act a particular way in their math classes, whether by avoiding the embarrassment of being
incorrect or facing the challenges head on. Since math is in the curriculum for many students’
lives, there is a necessity to focus on students’ math identity as early as possible by moving away
from teacher-dominated practices and toward a more student-directed model. In this study,
students were interviewed from AP classes in six Northern California public schools and in the
United Kingdom. Students who have a positive identity in their classrooms are more successful.
This is reflected in their teachers emphasizing belonging instead of ability.
“Math anxiety: personal, educational, and cognitive consequences” by Ashcraft (2002)
examines math anxious individuals and the importance of addressing this problem because of the
long-lasting effects that it can have on restricting career opportunities. “Math anxiety is defined
as a feeling of tension, apprehension, or fear that interferes with math performance” (p. 181). He
explains that when students are anxious, they avoid the subject in high school and college,
leading to pre-requisites not being achieved and a subsequent limit to their career paths. There is
also a connection shown between students’ self-confidence and motivation that impacts their
math anxiety. In contrast, the study discusses math anxiety as being loosely related to overall
intelligence, signaling that there is a mindset that needs to change especially since it is apparent
that there is a strong relationship between the student being anxious in other areas. This article
16

brings up the conundrum of causality—does math anxiety cause inferior performance or does
deficient performance cause math anxiety.
In “The chicken or the egg? The direction of the relationship between mathematics
anxiety and mathematics performance,” Carey et al. (2016) begins with a discussion of the
deficit theory. This theory is at the forefront of the conversation because this theory addresses the
speculations of dyscalculia and math learning disabilities as reasons that students are struggling
with math anxiety.
Dyscalculia or math learning disorder has been defined as current academic skills in math
well below the average range in culturally and linguistically appropriate tests, not be
better explained by developmental, neurological, sensory or motor disorders and
significantly interfering with academic achievement, occupational performance, or
activities of daily living. (Soares and Patel, 2015, para. 1)
Furthermore, “the Debilitating Anxiety Model suggests that math anxiety can impact
performance at the stages of pre-processing, processing and retrieval of math knowledge” (Carey
et al., 2016, p. 2). As students are trying to understand the math concepts, math anxiety creates a
barrier to their understanding. The article also discusses the neurological connections to the
feeling of math anxiety. Lyons and Beilock (2012) conducted an experiment on neuroimaging
showing the difference between the performance of individuals with high and low math anxiety.
This research on math anxiety gives additional information that show additional barriers to Black
girls succeeding in math.
Continuing with the thought process, “Mindset: the new psychology of success” by Carol
Dweck (2006) speaks on the importance of the student’s mindset being an intricate part of the
learning process. She begins by discussing human qualities and how we have evolved by
17

understanding the importance of failure as a learning process. She references her experience with
using IQ to classify students and to choose students for difficult tasks. IQ is a score that is
supposed to tell the capacity of knowledge an individual has and will always have. The
misconception of the IQ test was that Alfred Binet created the test to “summarize children’s
unchangeable intelligence” (p. 5). However, it was designed to identify students who were not
gaining the information necessary from Paris public schools. With this misconception in mind,
Binet did believe that students could increase their IQ score after additional education and
practice. The inappropriate utilization of IQ scores as a one-time assessment of intellectual
ability is an example of a fixed mindset. The growth mindset gives hope for change and
improvement. Dweck speaks on how to ensure that parents and teachers are teaching their
children how to think and learn with a growth mindset.
The Role of Educators
In “For Colored Girls? Factors that Influence Teacher Recommendations into Advanced
Courses for Black Girls,” Campbell (2012), begins by describing the problem that women of
color are underrepresented in receiving STEM degrees and later pursuing STEM careers. To
correct this imbalance, there is a need to understand what factors will cultivate an interest in
STEM courses and how to encourage Black girls to pursue advanced courses. This article
addresses some of the challenges that are associated with placement in advanced courses with
rigorous curriculum such as honors, Advanced Placement (AP) and International Baccalaureate
(IB). Campbell found that students were placed in these courses based on tracking systems that
were often started in early grade levels. With this system “many low-tracked students questioned
their academic capability and believed they belonged in lower-level courses” (p. 389). When
discussing the many ways to ensure Black girls’ success, we must look at engagement,
18

persistence, and support from teachers to empower them to strive higher than previously
perceived.
As we look at ways to work with Black girls to have greater expectations, we must focus
on the delivery of the curriculum to engage the learners. In “Culturally responsive teaching and
the brain,” Hammond (2015) discusses the importance of culturally responsive teaching (CRT)
which is “an educator’s ability to recognize students’ cultural displays of learning and meaning
making and respond positively and constructively with teaching moves that use critical
knowledge as a scaffold to connect what the student knows to new concepts and content” (p.
119). The educator must understand and get to know their students to identify their culture and
the social emotional connections that each student has. There must be an understanding of ability
and topics that are interesting to the student to make connections to their learning for better
understanding. This definition highlights the importance of the teacher’s knowledge of the
necessity for incorporating a student’s cultural learning with their in-classroom learning. This
allows students to be more aware of their learning and creates an educational setting that is
socially safe for learning.
Seo and Alfaro (2018) study the psychological factors that contribute to STEM career
attainment. In “Adolescents’ Beliefs about Math Ability and Their Relations to STEM Career
Attainment: Joint Consideration of Race/ethnicity and Gender,” they explore students’ beliefs
about their abilities with respect to race/ethnicity. They begin by looking at the math growth
mindset and the impact that being in negatively stereotyped groups have on attaining a growth
mindset. This study determined that STEM career expectancy was “positively related to college
STEM achievement” (p. 313), further proving the importance of the self-efficacy of adolescents
on their achievement.
19

When looking at ways to engage our Black girls and get them interested in mathematics,
there is a need to research the programs that are working. Wade-James et al. (2019) addresses the
growth and creation of a program called the OST STEM program (Out of School Time science,
technology, engineering, and mathematics). In the article “Mapping the evolution of an after-
school STEM club for African American girls using activity theory,” this research discusses the
ways in which the program helps to build the science identity of its marginalized student groups
and how it is beneficial to their success. One of the downfalls is that this sense of identity is
isolated in the institution of the program. There is a need for the students to engage in the
activities with the mindset that it will help them in school as well. There are also other programs
included in the research, such as a STEM club and a summer camp. They found that students
benefited from the additional support, but it needed to be incorporated into the school for
maximum efficiency. After school programs, clubs, and summer camps were not sufficient in
maintaining the student’s identity post-participation.

20

Chapter Three: Methodology
This study was a qualitative case study that explores Black girls’ math self-efficacy by
the time they reach Algebra 1 to discover if there is a connection to their academic achievement.
This topic is essential for breaking down barriers and closing the gap in math achievement for
Black girls. This study will contribute to the research from the literature review that focuses on
the shared experiences of Black women as they reflect on their time as Black girls completing
Algebra 1. The low numbers of Black women pursuing math-focused college degrees an
indication that there is a problem with the system that is allowing this subgroup of students to be
left behind. This study will use the perspectives of Black girls’ experiences and self-efficacy to
establish ways to positively impact their learning by the time they reach the critical Algebra 1
course.
My positionality as a Black woman mathematician from a middle-class background, I am
fortunate to have parents who both are college educated with master’s degrees. My study is about
Black girls’ math self-efficacy by the time they reach Algebra 1. My ideas are that the students
who are empowered with a math identity and the confidence to succeed will achieve higher level
math courses. I could have a bias in this topic because I was raised to believe that I was “good in
math” at an early age. I constantly had teachers and family members telling me that I was gifted
or a genius. This constant positive encouragement allowed me to have self-efficacy at a young
age. Some Black women may not have had this optimistic view of their ability when they were
children.
Purpose of the Study
The purpose of the study is to identify the feelings and perceptions of Black women as
they reflect on their time as Black girls in their Algebra 1 class. The participants will think back
21

to the first time they encountered the gateway math course, Algebra 1, and their teachers. This
study is essential because there is an underrepresentation of Black people, especially Black girls,
in mathematics careers. Why is this? Are there ways in which their teachers could have worked
with their Black girls to empower their math self-efficacy and math identity to shape their math
future? In this chapter, the researcher will describe the methodology that will be used to collect
data pertaining to this topic.
Selection of the Population
The researcher selected the population for the study by using connections in Delta Sigma
Theta Sorority, Incorporated; Jack and Jill of America, Inc.; and The Links of America. Delta
Sigma Theta Sorority, Incorporated is “an organization of college-educated women committed to
the constructive development of its members and to public service with a primary focus on the
Black community” (Delta Sigma Theta, Inc., 2022, para. 3).
Jack and Jill of America, Inc. is a membership organization of mothers with children ages
two through 19, dedicated to nurturing future African American leaders by strengthening
children through leadership development, volunteer service, by strengthening children
through philanthropic giving and civic duty. (Jack and Jill of America, 2022, Mission
Statement)
Finally, the Links Incorporated “is one of the nation’s oldest and largest volunteer service
organizations of extraordinary women who are committed to enriching, sustaining and ensuring
the culture and economic survival of African Americans and other persons of African ancestry”
(The Links, Inc., 2022, para. 1). These three organizations have a large Black woman network
that allowed the researcher to send the survey via email to those interested in participating. The
surveys were sent through the networks of these organizations to elicit participants for research.
22

These surveys asked for information about participants’ identity, academic achievement
in Algebra 1, and how much they remember of their time spent in the Algebra 1 course. A viable
participant identified as a Black woman, recalled specific instances in her time in Algebra 1, and
were available for an interview. After surveying for viability, the eight to 10 Black women were
invited to participate in a 30 minute to one hour interview on Zoom. These young women were
interviewed and elaborated on items from the survey. The researcher interviewed them on the
types of support they received from their teachers regarding their math identity and different
pedagogies that influenced their opinions of their teachers.
Data Collection
The surveys will be compiled in a Google Form that will exclude participants if their
answers do not correspond with the necessary criteria. They will be emailed to participants
through the email lists provided by the sample groups. Participants will be given information on
the focus of the study and the information that the researcher is looking to retrieve to ensure the
participants remember specific instances imperative to the study. There will be open-ended
questions and Likert scale questions numbered from one to five. The Google Form will be
created with about 20–25 questions including contact information for viable participants. Once
the participants are selected based on the information provided, they will be invited to an
interview to elaborate on their answers from the survey and recall specific experiences or
situations.
The interviewees will be invited based on the responses from the survey questions.
Virtual interviews will be conducted based on the participant’s availability via the Zoom
platform with the recording feature. The information will be recorded and transcribed after the
interview to give the interviewee the attention she deserves. The research questions are focused
23

on the perceptions of Black girls, and the only way to retrieve this information is to hear it in
their voices. The survey serves the purpose of collecting the essential data to ensure the
participants are in the specified subgroup of Black, woman, and educated in Los Angeles,
California. All research questions asked the participants to recollect their time in their Algebra 1
course, including their teacher’s support and pedagogy. The survey gives a shallow
understanding for the researcher to understand what information can be extracted and expounded
on during the interview.
The interview is the main method for collecting data addressing the feelings and
perceptions of the participants while in the Algebra I course. The information will also reflect on
how the participant felt about their teacher’s ability to support her math identity. There will be
questions specifically geared toward their mindset concerning their math identity and self-
efficacy. These questions can only be answered by the participants reflecting on their own
opinions of themselves. Finally, the research will address their feelings about how the
information was presented to them in the form of their teacher’s pedagogy. The interview is a
necessary component to the methodology because it allows the researcher to gain a clearer
understanding of the participant’s mindset and emotions with respect to the survey questions.
Data Analysis
Data analysis was key to understanding the information and unlocking common themes
apparent with all participants. During the interview, the Zoom platform was used to record the
interviews in both audio (mp3) and video (m4a) formats. The mp3 was transferred to a word
document by using Happy Scribe, an online platform that converts audio to text. The
transcription was reviewed, and corrections were made as necessary. After which, NVIVO was
used to triangulate and identify themes using the transcripts notes from the interviews. By
24

identifying nodes and common cases, I was able to pinpoint common themes in the interviews.
This methodology was utilized to examine the information found in the study.
25

Chapter Four: Findings
The purpose of this study is to gain insight on the feelings of Black girls educated in Los
Angeles, California, and their mathematical journey, with an emphasis on Algebra 1. This
research also focuses on whether participants identify as mathematicians and the impact of that
identity on their interest in STEM careers. The research questions are focused on the
participants’ math self-efficacy, math identity, and their teacher’s pedagogy that supported them.
Questions also asked participants to reflect on how they arrived at their realizations, as well as
how their teachers could have better supported them.
Participants
All participants in this study met the criteria of being a Black girl ages 18–23 who were
educated in Los Angeles, California. Adults were interviewed and asked to reflect on their
experience. In the study, a survey was administered to participants. Eight young ladies met the
criteria based on their responses to the survey. All eight participants who met the requirements
were invited to participate in the interview. Pseudonyms are used to for anonymity to protect the
privacy of the participants. For background information, all the girls were asked background
questions. The first question was who are they? This question focused on their age and
personality traits as a student. Next, they gave their school and type (e.g., public, charter,
magnet, private). The last personality and background question was about their post high school
plans including their current educational status and plans. This information gives a generalized
view of the variety of girls interviewed. They come from varying educational backgrounds and
educational levels.

26

Table 1
Survey Results: Background Information
Survey
respondent
Algebra 1
grade level
Type of school School demographics
no. of Black
students/total students
(% of Black students)
Algebra 1
academic mark
1 (Denise) 9 Public school 76/1194 (6%) A
2 (Scarlett) 7 Charter school 320/2103 (15%) B
3 (Chante) 8 Private school 56% identify as students
of color**
A
4 (Briana) 7 Charter school 452/1724 (26%) B
5 (Alanah) 9, 10* Public school 678/899 (75%) F, C
6 (Mo’ney) 9 Charter school 167/317 (53%) C
7 (Kayla) 9 Public school 350/1670 (21%) B
8 (Lynette) 8 Public school 342/1655 (21%) B

*Alanah took Algebra 1 twice: ninth and 10th grades
School Demographics are the demographics during the years the participants attended
(EdData.com, 2023, para. 1).
**Chante’s school was private and only displayed a percentage of students of color (wns-
la.org/discover, 2023, para. 9).

27

Table 2
Interview Results: Background Information
Survey
respondent
Age
Self-describing
characteristics
Post high school plans
1 (Denise) 19
Quieter than in elementary
school.
Biology major in a 5-year master’s in
education program with Spanish
minor
2 (Scarlett) 23 Quiet and leader.
Training to be an emergency medical
technician (EMT)
3 (Chante) 21
Bubbly and excited to
learn.
Theater major
4 (Briana) 21 Quiet and hardworking.
Has a bachelor’s in marketing
currently pursuing a master’s in
business administration
5 (Alanah) 18
Introverted but outgoing to
people I know.
Psychology major (pre-medicine)
6 (Mo’ney) 19
Quiet and outgoing student
depending on the class and
teacher.
Unknown major
7 (Kayla) 18
Reserved and not too
vocal.
Nursing major
8 (Lynette) 18
Quiet, observant, attentive
listener.
Mass communications public
relations major

Results
The results of the study were collected and ordered based on the research question. For
each research question, a brief review of literature is provided to offer relevant information on
the topic. In each research question, themes were identified, and interviewees’ responses were
28

analyzed connecting to the literature. Finally, a full composite summary of the results is
presented at the end of the chapter. The research question that are being investigated are below:
1. What were Black girls’ perceptions of their math self-efficacy when they were in
Algebra 1 in Los Angeles, California?
2. How did Black girls feel their teachers supported their math identity?
3. How did Black girls feel about their teacher’s pedagogy that supported their success?
Results for Research Question 1
Research question 1 asked the following: What were Black girls’ perceptions of their
math self-efficacy when they were in Algebra 1 in Los Angeles, California? The perceptions of
Black girls’ abilities at the crucial Algebra 1 stage can contribute to the interest in STEM careers.
Ibourk et. al (2022) addresses the fact that “Black youth disproportionately attend low-income
and under-resourced schools, preventing them from accessing the necessary STEM courses to
major in these disciplines” (p. 1103). Students without the access to excel in STEM courses are
unable to practice their math skills and gain the self-efficacy needed to excel. The themes that
were discovered in conducting the research after this question were that educators matter and
confidence.
All participants were asked to identify their math self-efficacy by answering the
following question: describe your overall feelings as they relate to mathematics. Follow up
questions were: what areas of math do you have positive or negative feelings about, if any? I
have listed all the responses below because this question is incredibly important as it was the
most open-ended and specifically gave the participants the opportunity to reflect on their feelings
about themselves. It is important to understand how they see their self-efficacy in math. The
responses are numbered to the corresponding participants.
29

1. Denise said, “I would say math was never really something I struggled with until
sixth grade. My teacher was really bad. Then as far as high school goes, Algebra 1
wasn’t bad for me.”
2. Scarlett said, “The only areas of math I wasn’t really confident or have a positive
experience with were geometry.”
3. Chante said, “I always grew up loving math. Something about being able to find an
exact answer to something was always so satisfying to me. I really enjoyed both
Algebra 1 and Algebra 2.”
4. Briana said, “I haven’t always liked math. I’ve always been told I was good at it
though, and it wasn’t like the most difficult thing on the planet for me. I’ve always
had my reserves against it.”
5. Alanah said, “I’m not too comfortable with math. I’m not really good at math. I
would say I study, but it’s still a little difficult for me to understand. Most positive
about Geometry and dislike statistics.”
6. Mo’ney said, “I would like it more if they just would stop changing it. I feel like they
changed it because it’s, like, so many codes in math, and they just don’t want people
to understand. Positive feelings about Geometry and negative feelings about all of
them.”
7. Kayla said, “Algebra 1 and Math 8, because my Math 8 teacher, she was, like, very
informative, and she went into detail with everything.”
8. Lynette said, “I have never been a math girl. Of course, I feel like elementary math,
one plus one fraction, that all made sense. I feel like I began to hate math when it
30

stopped making sense. I would say Algebra 1. My best math year, I would say, was in
seventh grade.”
Confidence
In the survey, participants were asked about their confidence about the abilities in
Algebra 1 before the class, during the class, and looking back on the class now. This question
was used to evaluate what the participants remember about their self-efficacy prior to going into
the class. The self-confidence of students before entering the class was important in
understanding their transformation as they matriculated through the class. The next analysis
explored the student’s self-efficacy when they were in the course. Finally, years later, I was
curious to see what their self-efficacy is currently for Algebra 1.
In Figure 1, participants had varying views on their preparation for Algebra 1 with most
of them being on the neutral to not prepared side of the spectrum. Given that these students
remembered feeling unprepared going into Algebra I, it is likely that they were already at a
disadvantage for being successful in the course. With students remembering feeling unprepared,
they are already at a disadvantage for being successful because they are in a negative and
defeated mindset. Most of the participants agreed that the perception of their math skills during
the class contributed to their success, which is consistent because 75% passed with a grade
higher than a C. Finally, the survey asked, “If I were to take an Algebra 1 test today, I am
confident that I would pass (70% or above)?” The current state of their self-efficacy as it relates
to Algebra 1 is only about 50% (four out of eight) who are confident in their ability to be
successful.

31

Figure 1
Algebra 1 Self-Efficacy

The participants were then asked to “identify a specific area of Algebra 1 where they feel
the most confident.” An interesting pattern formed when analyzing the information received.
One participant stated that there was not one area where she felt the most confidence. She
attributed this to the difficulty understanding her teacher due to his accent. All the other
participants stated that solving equations was the concept about which they felt the most
confident. Chante said that substituting and solving for variables “was just a really easy concept
that I was able to grasp super-fast.” Briana even mentioned that she liked systems of equations
when there were three variables, which is an extension to solving equations with three variable
unknowns instead of one or two. Another question was, “Do you recall an instance that swayed
your perception of Algebra 1?” All the participants spoke of the challenge of graphing linear
equations, which had a negative effect on their self-efficacy. I posed this question because this
could have potentially caused the students to give up when reaching a challenging topic. When
32

asking about student’s confidence levels in Algebra 1 specifically, the participants were tapping
into the identification of their math self-efficacy.
Educators Matter
All the participants noted the importance of their teacher in their success. The years that
were identified as the most positive were the years in which their teacher was able to reach them
in an effective way. Some of the participants explained that teacher absences hindered their
ability to understand concepts. This evidence suggests a strong connection between their
teacher’s effectiveness and their feelings of self-efficacy with respect to math. The overall math
self-efficacy is split, with four participants giving positive reviews and four giving negative
feelings toward math. Participants five through eight gave a negative reaction to their math self-
efficacy.
Discussion for Research Question 1
The overall feelings about math were observed by the participants as a baseline for
identifying their self-efficacy. Many participants reflected on previous math classes and teachers
making them feel confident. Some of them generalized in terms of having always loved, liked, or
disliked math. The specification of differing grade levels also gave insight into the time periods
where math may have “come easy” to them. Two participants identified elementary and middle
school math courses as easier, while the other six identified high school math courses. This
information indicates how important it is to make connections in higher level math courses.
Black girls took the time to give us their perceptions of their math self-efficacy as it
relates to Algebra 1 to shine light on the importance of their feelings in the classroom. These
findings should encourage all educators to work with their Black students to empower them to be
successful in math. This begins at the start of students’ educational journeys and continues with
33

the gateway math course, Algebra 1. We noticed a significant increase in confidence levels of the
participants prior to Algebra 1 as opposed to when they were in the class. This could be
attributed to how the teacher made them feel in the class. I also asked participants to identify a
math course and concept where they feel most confident, which was to give them an
understanding of the feeling of being confident in a topic. Making a connection between their
confidence and building their mathematical self-efficacy was essential.
Results for Research Question 2
Research Question 2 asked, “How did Black girls feel their teachers supported their math
identity?” Ibourk et.al (2022) says “emotions such as joy, pride, or frustration are part of
people’s stories and lived experiences” (p. 1104). As Solomon (2007) said, “we live through our
emotions, and how we navigate and make sense of our emotions shapes our lived experiences,
which in turn shapes our identities” (p. 10), The feelings of our students and how their teachers
supported them are crucial in creating their math identity. Participants were asked a few
questions relating to their math identity which led to the themes of math identity and educators
matter relating to their math identity.
Math Identity
The interviews began with the researcher identifying herself as a mathematician.
Mirriam-Webster (n.d.) defines a mathematician as “a specialist or expert in mathematics” (para.
1). I asked all my participants, “Do you identify as a mathematician?” All my participants
responded “No” to this question. I then asked, “Why they don’t believe they are
mathematicians?” Their answers were that they are not the best at math and that they have
struggled in one concept or another. In the minds of my participants, based on their responses,
they felt the need to be perfect in math to be a mathematician. Participants also made statements
34

regarding their preference for math as to whether they believed they were a mathematician. This
is concerning because their actual ability to be successful based on the grades they received in
the class are more affirming that they are mathematicians. There was a significant pattern in their
math success because many of the participants excelled prior to high school but did not feel that
their success in arithmetic and pre-algebra topics deemed them mathematicians.
Educators Matter: Math Identity
The next question was, “How could your teachers have supported your math identity?”
Some of my participants stated that their teachers could have made them more confident in their
understanding of the topics. Three out of the eight participants reflected on their teachers
monitoring student progress to ensure their confidence levels. A few participants made
comments on the apathy of their teachers. There was a concern that some teachers instructed the
students who wanted to learn. Chante remembered her teacher saying, “If you get, you get it. If
you don’t, you don’t.” Lynette expressed a way that teachers would show an extra layer of
support for their students.
Teachers would take the time to check in more individually with their student and just
teachers being available to students in a way that students can feel comfortable coming to
them if they don’t understand or if they need more support or I feel like a lot of times,
especially math teachers, is like one of those subjects where it’s like, if you don’t like it,
you don’t want to spend extra time doing it.
This was useful information from participants because most of them stated that their math
identity could be supported when they felt their teachers cared. Figure 2 shows the survey
responses to students’ feelings about fair treatment in their Algebra 1 class.

35

Figure 2
I Felt That I Was Treated Fairly by My Teacher

The interviewer addressed this question in the interview by stating, “some students
believe that teachers show prejudice and favor toward specific students, have you ever felt this
way?” All my participants except Lynette responded no. Lynette reflected on a time in her
Algebra 1 class when she felt favor toward specific students.
I feel like I experienced that a lot in my Algebra 1 class. I remember the first day we had
our assigned seats. The way that we were sitting wasn’t like all the students of color on
one side but there was a section of us. It was like the White students were in the front and
on the side or closer to where he was teaching. And a lot of times it just felt like he was
talking directly to them. And I am already a committed eighth grader in a high school
course with students that aren’t only in ninth grade, but some of them are in 10th grade as
36

well. And now I’m sitting in the back. It’s kind of like I feel excluded from this class, and
I’m trying to grab information, but it’s like, you’re not even teaching it to me. You’re not
speaking to me; you’re speaking to all the other students in the class or your favorite
students in the class. That wasn’t really like a positive first experience, especially because
it was algebra.
None of the other participants remembered experiencing prejudice.
Discussion for Research Question 2
Math identity is essential in empowering students to be successful. All the participants
disassociated with the idea that they are mathematicians because they stated that they have never
felt that they knew enough math to be considered an expert. Teachers must be the first line of
communicating to their students that they are capable of excelling, no matter where they came
from. The previous question discusses making sure students have the confidence to excel, but
now we want our students to make math a part of their identity. Creating that connection can
give more Black girls the confidence to take higher level math courses and go into STEM
careers.
The teachers are the mathematicians in the room who are available to empower their
students to create this identity. All participants gave ideas and suggestions on how their teachers
can make them feel like mathematicians, beginning with building a rapport with their students.
All participants stated that if their teacher were approachable and willing to help, they would
build confidence in their ability. Scarlett asked for patience and Briana specified scaffolding to
build on prior knowledge. Denise spoke about having engaging activities and projects to ensure
student engagement. These ideas are key to empowering Black girls’ ability, which will lead to
37

their building their math identity. The last question speaks to ways that students can be engaged
based on the teacher’s pedagogy.
Results for Research Question 3
Research Question 3 asked, “How did Black girls feel about their teacher’s pedagogy that
supported their success?” This research question was observed in two diverse ways by
identifying teachers’ methods of supporting their Black students and their pedagogy. “Sense of
belonging to mathematics may be more important for the learning experiences of
underrepresented racial and ethnic minority students” (Barbieri and Miller-Cotto, 2021, p. 2).
The significance of teachers including their students’ backgrounds is paramount to their sense of
belonging. Including learning experiences and references that are racially connected gives
students a connection to the subject. Stemming from the other themes: and building their
confidence relating to student engagement and educators matter regarding their pedagogy.
Confidence: Student Engagement
The first question was having participants reflect on their engagement as students was,
“can you remember a lesson, activity, or project that incited excitement and joy?” Kayla
described her pre-calculus teacher who assigned a unit circle project where students created a
Ferris wheel. She remembers this as a fun activity, and she still remembers concepts from the
unit circle because of the delivery of the information. Briana talked about her statistics teacher
who had her doing projects with probability. She stated there were also real-world application
projects including examining GPAs and test scores. Finally, Chante discussed her eighth-grade
project where they made roller coasters using a marble ball and Styrofoam. Unfortunately, no
other participants could give a lesson or activity that incited joy. Only three out of eight
38

participants that remember fun projects, this can be attributed to an apathy for math due to the
lack of engaging activities that draw a connection to the content.
When participants were asked: Think of your best math teacher. What did he/she do that
made them the best? All participants were vocal about their best teacher and how he/she ran their
classroom. Almost all the stories had the same common themes: teacher availability,
approachability, and persistence. Kayla reflected on her eighth-grade math teacher, who was also
her homeroom teacher. With this scheduling advantage, she was able to get additional one-on-
one assistance from her teacher outside of class time. Chante was very explicit in describing the
classroom environment.
He would go over the lessons for the day and then have all the class participate in class
work problems. So, he would have people either come up to the board and solve
problems or just pick on different people to do different parts of different problems. And
we talked about it out loud as a class, which really helped. And it was a very friendly,
welcoming learning environment. He wasn’t very hostile. Like, the entire class, we would
be laughing and having fun. He made it fun for all of us. And then he’d give us, like, 20
minutes at the end of class to start on our homework, which is really nice. So that when
we were doing our homework, if we had any questions that came up, we could just
literally go up to him and ask him.
“Academic achievement is dependent on more than individual abilities and aspirations.
The social environment in which learning takes place can enhance or diminish the behaviors that
lead to achievement” (Scott et al., 1986, p. 523). This question is connected to the social
environment of the participants and their confidence. Alanah was the one participant who took
the course twice. One of the reasons she stated she was unsuccessful the first time was due to
39

“the class setting. It was a lot more distractions for me.” She was able to reflect on her challenges
and was able to succeed on her next attempt. There were varying circumstances and teaching
styles that contributed to her success the second time.
The second time when I took algebra one, I was more confident in it than I was the first
time. It was through a summer program, but I wasn’t in a class. I was kind of more on my
own. I learned that I can actually do better on my own once the teacher teaches me it, and
then I can do it on my own. The first time I wasn’t as focused as I was by myself, and I
got kind of more one-on-one learning.
Student learning styles should be identified when teaching. Alanah made a self-realization in the
10th grade that independent work was better for her to understand.
Table 3 shows the variety of teaching methods the participants remembered in their math
courses.

Table 3
Types of Teaching Methods
Teaching methods Participants whose teachers used the methods
out of eight participants
n %
Direct instruction 8 100
Project-based learning 2 25
Connection to real life experiences 2 25
Collaborative group work 2 25
Interactive activities 2 25
Independent work 1 13

40

Educators Matter: Pedagogy
According to Magliaro et al. (2005), direct instruction (DI) “is an instructional model that
focuses on the interaction between teachers and students” (p. 41). This article addresses DI and
its utilization for the past three decades. As we observed in the table, all our participants
described or stated that their Algebra 1 teacher utilized DI. Since direct instruction is the most
common method of teaching, I wanted to get the participants’ opinion on how it helped them.
Mo’ney spoke about how her teacher taught the lesson using direct instruction and how the
students would support each other by doing problems on the board. “She would explain it and
break it down. The motivation she put through the classroom while she was teaching made a lot
of students get up and do it themselves on the board.” Even though direct instruction was one of
the most common, these variations of techniques, including student led discussions, attributed to
students’ success. Figure 3 examines participant’s overall feelings about their Algebra 1 course.

Figure 3
Feelings About Algebra 1 Course

41

The participants were asked, “Do you remember your favorite teacher’s teaching style or
classroom?” Scarlett discussed how her teacher incorporated computer-based programs like
Khan Academy to supplement her learning. Alanah spoke about the use of another computer-
based program Desmos. Mo’ney reflected on her teacher’s classroom environment because it
reflected her teacher’s background. She recalled her teacher being south Asian and her classroom
being decorated as if she was at home. Lynette enjoyed her teacher having the classroom set up
for collaborative group work. Denise spoke about her teacher doing group work and challenging
the students who were doing well, to do more.
Participants were also asked, “if there was a way that any of your past math teachers
could improve your perception of your math skills, what would it have been?” Lynette suggested
that their teacher should “incorporate more fun and creative outlets so that students who may not
be the traditional student can also understand it in their way of learning and not just the typical
way of doing things more.” Chante suggested that “being open to everyone’s different learning
styles and trying different methods. If a group of students clearly aren’t responding well to the
way that you’re teaching and delivering the information, maybe trying it a different way.” Kayla
said, “The hardest part for math with me also was just the terms. Maybe just simply simplifying
the terms.” Briana said, “letting students know that they’re doing good. I get, like, a test score
tells you whether you’re doing well but hearing it from your teacher is different.” Gathering the
information from all the participants gives an understanding of what they expect from their
education. After conducting the research, there was a follow-up question for all participants,
“what kind of learner are you?” Visual which means you need to see it to understand, auditory
meaning you must hear it to understand, or kinesthetic meaning you must do it to understand.
See Table 4 for their responses.
42

Table 4
Type of Learner
Survey respondent Type of learner
1 (Denise) Visual, auditory, and kinesthetic
2 (Scarlett) Kinesthetic
3 (Chante) Visual
4 (Briana) Visual and kinesthetic
5 (Alanah) Visual and kinesthetic
6 (Mo’ney) Kinesthetic
7 (Kayla) Visual
8 (Lynette) Visual and kinesthetic

Discussion for Research Question 3
Research Question 3 focused on the importance of student engagement in the math
classroom. Participants reflected on many different attributes of their class setting, including
project-based learning, real-world applications, and their learning styles. This attention to the
cognitive needs of students gives insight to distinct types of learners and the best way for them to
understand the information. “We retain 10 percent of what we see, 30–40 percent of what we see
and hear, and 90 percent of what we see, hear and do” (Irvine, 2019, as cited in Weichel, 2016, p.
41). With these varying learning styles, it is essential for teachers to know their students and
understand the best way for them to learn the information. The different learning styles and
modalities are what make us complex humans. With the reflection of students on their best math
teacher and how they learn, we begin to identify ways to ensure their self-efficacy and, in turn,
their math identity.
43

This research question focused on the strategies and learning techniques of the
participants’ teachers. It is important to understand their teacher’s strategies, the differentiation
techniques, and the climate of the classroom. As we reflect on the participants’ responses, it is
important to understand that they might have enjoyed the direct instruction approach if they are
visual learners. Alanah preferring her Zoom class during the COVID-19 pandemic over her in
person class could have forced her to watch and listen to videos as well as try problems on her
own. According to Bay Atlantic University (2022) “kinesthetic learning links the process of
learning to physical activity. It is a learning style during which the learner must feel or move to
learn more effectively” (para. 4). With many of our participants being kinesthetic learners, we
can envision how a more project-based learning class can be more effective.
Summary
This chapter reported the findings from the lived experiences of eight Black women ages
18–23 who were able to remember their time in their Algebra 1 class. These young women were
educated in various types of Los Angeles secondary schools that give a variety of perspectives.
The reported the findings from the study highlighted themes regarding confidence, math identity,
and educators matter. In Chapter five, there will be discussion of the research and implications
for practice that will support the education of Black girls in math classrooms.

44

Chapter Five: Discussion
Chapter five will be a discussion of the findings and implications of the research. The
findings are for educators about the importance of a solid foundation of Algebra 1 using
techniques that are culturally responsive teaching with Black girls in mind. It is also essential to
make teaching Algebra 1 to Black girls intentional for their potential future in STEM careers.
The recommendations that come from this study are the result of the findings from Chapter 4.
This study is also the baseline for future research.
This study was centered around the concerning data that shows the limited number of
Black girls entering in STEM careers. “In 2021, among people ages 18 to 74 years, women made
up half (51%) of the total U.S. population and about a third (35%) of people employed in STEM
occupations. … Black workers were nine percent” (National Science Foundation, National
Center for Science and Engineering Statistics, 2023, para. 3). With these statistics what can be
done to increase the numbers. This led to the research question of the study that focused on three
key components: self-efficacy, math identity, and teacher pedagogy. Listed below are the
research question that guided this study.
1. What were Black girls’ perceptions of their math self-efficacy when they were in
Algebra 1 in Los Angeles, California?
2. How did Black girls feel their teachers supported their math identity?
3. How did Black girls feel about their teacher’s pedagogy that supported their success?
Findings
The study was conducted with eight strong, brave Black girls who were willing to share
their stories. These women were of various age ranges, backgrounds, high schools in the Los
Angeles area and were able to remember their time in Algebra 1. The information gathered has
45

given insight into Black girls’ math experiences at the crucial math course, Algebra 1. Half (four
out of eight) of my participants were given the opportunity to take this essential math course
prior to their high school careers when it is expected. All the young women have exceptional
plans and are now in the process of accomplishing them. Seven of the eight young ladies are in
college pursuing degrees and three of the eight are in STEM fields. The background of these
incredibly special individuals gave us insight into their mindset reflecting on when they were in
Algebra 1.
Research Question 1: What Were Black Girls’ Perceptions of Their Math Self-Efficacy
When They Were in Algebra 1 in Los Angeles, California?
The qualitative data asserts that Research Question 1 has two findings. The first finding
was that the Black girls in my study had a high math self-efficacy which was based on their
confidence. The second finding was their self-efficacy when they were in Algebra 1 varied based
on their relationship with their teacher.
Confidence
To begin the study, there was focus on their perception of their ability to be successful in
the course and how they believed they were prepared before, during, and after. The question
started with asking about their feelings toward math as a whole and which courses or concepts do
they have positive and negative feelings about. The girls felt an overwhelming sense of
confidence in their elementary school courses and some middle school. One participant even
commented that she “would like it more if they stopped changing it” (Mo’ney, 2023) referring to
the math courses adding letters and graphs. If Black girls were more comfortable with math in
elementary and middle school, then what happened in the transitional period to high school that
changed their perspective?
46

There can be a lack of motivation to succeed when teachers are not providing Black girls
with the confidence boost, they need to have confidence in themselves. It is important to
empower, especially Black girls, to be successful in math because, as Joseph and Matthews
(2019) discovered, there are times that teachers can lack patience and approachability that
contribute to their student’s academic challenges.
Educators Matter
The second finding was that the self-efficacy of the participants was better if they had a
positive relationship with their teachers. Even though six out of eight participants passed Algebra
1 with a B or better, they still do not believe that they would be successful on an Algebra 1 test
today. The deeply rooted oppression of math as an unattainable subject for Black girls has
influenced their assurance. One of the ways to get them to be more confident in their ability is
for their teachers to empower them. One of the participants, Scarlet, reflected on her experience
with her Algebra 1 teacher. She stated that her Algebra 1 teacher broke down the concepts and
provided real-life connections which made her more interested in understanding. This feeling of
caring and intimate interaction made the student feel valued in the classroom.
The emotional aspect of the relationship contributes to the feeling of belonging in the
classroom and then in the subject. One way a teacher can build a community in the classroom is
by taking a social emotional learning (SEL) approach. This approach addresses the social
emotional competencies that students face. These are comprised of the following:
Self-awareness (identifying and recognizing emotions, self-efficacy), self-management
(impulse control and stress management, help seeking), social awareness (empathy,
respect for others), relationship management (communication, relationship building), and
47

responsible decision making (problem solving, personal, social, and ethical
responsibility). (Ahmed et al., 2020, p. 664)
The key take-away from Research Question 1 was to ensure the foundation of the social-
emotional component of Black girls. The researcher found that Black girls expressed a need to
connect with their teacher and feel cared about to have confidence in their math skills. The core
of the study relies on their self-efficacy in math and most importantly Algebra 1. With Algebra 1
being the foundation of higher-level mathematics, it is the time when the self-efficacy of Black
girls is most important to give them a solid grasp of the concepts that will come later.
Research Question 2: How Did Black Girls Feel Their Teachers Supported Their Math
Identity?
The qualitative data asserts that this Research Question 2 has two findings. The first
finding was that none of the participants believed that they were mathematicians which is a lack
in their confidence to see themselves as mathematicians. This demonstrates the need for gaining
an understanding of students’ math identities and giving them a concrete definition. The second
finding concerned Black girls’ suggestions about how their teachers can support, create, and
sustain their student’s math identities including findings about teacher bias.
Confidence: Math Identity
This study found that none of the participants identified themselves as mathematicians.
Kim et al. (2018) affirms that “STEM identity is a socially based identity grounded in the extent
to which individuals see themselves and are accepted as a member of a STEM discipline or
field” (p. 591). This finding is troubling because these Black girls had no math identity. This is
why educators need to understand the importance of building Black girls’ math identity. The first
research question is about the foundation of building math identities—empowering students’
48

math self-efficacy. Black girls believing in their mathematical ability is the first step in building
their math identity. This study showed a connection between their math identity to their
confidence to be successful in mathematics.
Educators Matter: Math Identity
The participants did not feel like their teachers supported their math identity. Most of
them did not know what a math identity was before this study. Teachers should be encouraged to
teach the definition and characteristics of a mathematician to aid in building their student’s
identity. Two additional findings relate to the teacher’s ideas of mastery and how they feel their
students can grow to understand the concepts.
The study addressed the participants’ feelings about whether their teacher showed
prejudice. As explained in the first two chapters, implicit bias and microaggressions may be at
play in the classroom and can impact the way in which teachers treat their students. Even when
the participants were asked about their experiences with prejudice, all but one denied having this
experience. The one participant that had this experience was very enthusiastic about her feelings.
It was interesting to discover that there were no times when the Black girls felt prejudice.
Evaluating the types of students and the schools they attended could be the reason for the lack of
prejudice. It could also be due to the geographical location being Los Angeles, California.
Whatever the case may be, most of the Black girls in my study did not feel prejudice in their
classrooms.
The participants saw the classroom environment lacking the reflection of Black girls.
Sanders et al. (2019) discuss “the use of materials and equipment that reflect the ethnic
backgrounds of the families in the programs” (p. 339). One of the participants made a note that
her teacher had items in the class that reflected the teacher’s unique ethnic background, which
49

made her classroom a more personal environment to her teacher. The participant said that she
loved going to the class because the teacher treated it like home. There is an additional layer of
consciousness for teachers to make the classroom represent themselves and reflect their student’s
backgrounds to show inclusion.
Research Question 2 focused on the math identity of the participants. This study found
that there is a profound connection to the success of students with the relationships they have
with their teachers. In identifying the challenges with developing math identity, we found that
Black girls did not identify as mathematicians. This is partially because they did not know the
definition and because they were unaware of how their math identity was tied to their learning.
We discussed mastery learning and grading practices that can contribute to a student’s mastery in
topics that will give them the self-efficacy to be successful. Next, we examined the importance
of a growth mindset to contribute to the student’s belief that they will be able to achieve success.
Finally, it was interesting to discover that not many Black girls that participated in the study felt
that their teachers showed prejudice.
Research Question 3: How Did Black Girls Feel About Their Teacher’s Pedagogy That
Supported Their Success?
The qualitative data shows that Research Question 3 has two findings. The first finding
explored the significance of student engagement and participants’ reflections on the areas where
they felt engaged. The second finding reflected on their teacher’s pedagogy and how it can
support their success.
Confidence: Student Engagement
It is important for the mathematicians in the classroom to empower their Black girls by
creating a classroom environment that encourages engagement rather than apathy. By making
50

lessons more interesting and engaging for the students, they will have buy-in to the content. It
will be relatable, and students can draw a connection for understanding. Also, allowing student-
led instruction could shape them to be leaders in their learning. The engagement of students can
be measured by their success and excitement for the concepts.
Benjamin Franklin once said, “Tell me and I forget, teach me and I may remember,
involve me and I learn” (BFQ, n.d., para. 1). Student engagement in the math classroom is where
students own their learning and can enhance their skills. The participants gave many ways their
teachers ensured they were engaged. This included project-based learning, where students were
given a project that related to the math topic. Another student spoke about her teacher applying
the teaching to real-world situations which helped her to have a connection to the learning.
Another participant spoke about collaborative group projects that gave students the opportunity
to explain concepts to each other. This allowed the students to hear from their peers while also
understanding it better as they taught it to others.
Educators Matter: Pedagogy
Blumenfeld et al. (1991) said project-based learning “is a comprehensive approach to
classroom teaching and learning that is designed to engage students in investigation of authentic
problems” (p. 369). One of the participants reflected on a pre-calculus project that helped the
student to understand and retain the information about the unit circle for years. Using project-
based learning in connection with using culturally relevant projects can keep Black girls engaged
in the topic. When asked about the various teaching methods, one of the participants said that she
appreciated her teacher doing projects that incorporated famous Black mathematicians and
women mathematicians. She stated that this made her more interested in learning. When Black
51

girls see images and hear history with women who look like them, they can imagine themselves
in this image.
It is often a challenge in schools and classrooms for Black girls to be successful if there is
not a positive relationship with their teachers. When investigating all the Research question, a
common thread that was apparent was teacher could have supported their Black girls by building
the rapport to make them feel free to ask questions, engage in the learning, and be free to make
mistakes. The openness of the teacher’s pedagogy gives Black girls the freedom to express
themselves and be involved in their learning.
Limitations
The limitations of this study were discussed in Chapter 1, but there have been some new
limitations that have developed as the study progressed. An additional limitation was having the
participants reflect on their math identity, when they did not understand the concept. Many of the
participants did not identify as mathematicians because nobody had ever presented them with
that possibility. It was disheartening to hear the lack of faith in their mathematical abilities when
all the individuals have had or are currently pursuing a post-secondary education.
Implications for Practice
This study examined the feelings of Black girls after they completed their Algebra 1 class
and encouraged them to reflect on their experience to make connections to their lives now. All
the participants made realizations about their learning styles, self-efficacy, math identity and
reflected on their teachers as their guides. This study will be helpful for math teachers, Algebra 1
teachers and any educator to reflect on ways to connect to their Black girls. Using various
techniques with the intention of engaging their Black girls will be an important addition to their
teaching styles and curriculum.
52

Self-Confidence
We begin with building self-efficacy through self-confidence and awareness. Creating a
space where students are encouraged to express their feelings and work through their emotions.
This includes all aspects of their lives including their studies. Self-management helps them to
deal with stress management and teaches them strategies to regulate their emotions. Social
awareness includes empathy for others and having respect for all. Relationship management
focuses on building strong relationships and communication. Finally, there should be a focus on
problem solving and responsibility by teaching students how to be solution-based individuals.
Creating this in math classrooms for Black girls will not only help students build their math
identity, but also help them to be more well-rounded individuals in their lives.
Equitable Grading Practices
Another way of empowering our Black girls to achieve is by using equitable grading
practices such as mastery grading. Mastery grading is “an approach to student assessment in
which students are provided clear learning objectives, and grades are directly based on students’
ability to demonstrate full mastery of these objectives” (Fernandez, 2021, p. 855). Using mastery
grading, teachers can focus on student achievement rather than an arbitrary set of points.
Teachers can create a chart for each individual student that will help them to reach specific goals,
ending in mastery of specified topics. This should be private and specific to the learning abilities
and specifications of each Black girl. With this as a guiding tool, we can get to the underlying
challenge of Black girls not believing in their ability to be mathematicians. Fernandez (2021)
speaks about six objectives for mastery grading practices:
1. Minimize students’ anxiety about their grades.
2. Promote a growth mindset.
53

3. Measure learning more accurately than the old grading system.
4. Be more equitable, in that the system should not inadvertently make it harder for
some groups of students (e.g., underrepresented students) to succeed than others.
5. Be simple in structure.
6. Be easy to implement and manage. (p. 856)
All the participants referred to their grades in the interviews which indicates an anxiety about
grades and how varying grading practices could be inequitable.
Growth Mindset
Another key component to the mastery grading practice is the importance of a growth
mindset. “Growth mindset messaging implies that everyone has the capacity to succeed even
when challenges arise or experience is lacking and represents a potent and implicit message that
development is possible” (Burnette et al., 2020, p. 879). A growth mindset is understanding that
everyone can learn and that everyone is capable of understanding in their own time, no matter
the circumstances. Lynette, participant eight, stated “I have never been a math girl.” The
question now is, what needs to be adjusted in math teaching for individuals like Lynette to be a
math girl? By making this statement. It could appear that she has already convinced herself that
math is not for her. With a growth mindset, the statement is not I can’t, but instead I can’t yet.
Adding the word yet gives the person the mindset that the person is capable of achievement no
matter how long it may take.
Educators
Teachers will need to give special attention to their Black students, especially girls, so
they are secure in their math ability. This will empower them to have confidence in their skill.
Teachers will also need to build their math identity by educating them on the idea that all their
54

students are mathematicians. Black females should be represented in the classroom so that
students can see that Black women are and can be mathematicians and make important
contributions to the field. Finally, teachers will need to differentiate their teaching styles to give
more creative outlets for their Black girls.
Culturally Relevant Teaching
It is essential for educators to specifically focus on the background of their students for
content relatability. Kolovou (2022) says “cultural relevant education approaches use minoritized
populations’ cultural capital to break the perennial cycle of these groups’ underperformance” (p.
133). It would be ideal for educators to be hired to support students with similar cultural
backgrounds. Then, educators should identify their student’s varying backgrounds and teach with
an understanding of their cultures. There are many resources and research around culturally
relevant teaching and if educators are consistently differentiating their teaching practices, Black
girls will be successful in mathematics.
Future Research
This study identified the importance for educators to collaborate with their Black girls to
give them a clear understanding of Algebra 1 to ensure their success in higher level math
courses. Further research should be conducted to address the importance of and ways to build
Black girls’ math identity. With this study’s qualitative research into students’ perceptions of
their math identity, more information into how educators can empower their students to believe
they are mathematicians can inspire them to go into STEM careers. The researcher suggests that
the information can give insight into Black girls’ feelings from Los Angeles, California. The
success of Black young men is another area worth exploring in math education. Further research
can be conducted in other locations similar in ethnic diversity.
55

Conclusions
In conclusion, this study found that Black girls struggle with their math self-efficacy,
math identity, and making connections to the content. With mathematics being one of the most
challenging subjects, it is crucial for our Black girls to grow to love this subject. This researcher
was one of three Black students and one of two Black women at a Historically Black College or
University (HBCU), Hampton University, to graduate in 2012 with a Bachelor of Science in
mathematics. It is astounding to have attended a predominantly Black and female university with
over 3,000 students, 738 bachelor’s degrees conferred and 412 STEM degrees (State Council of
Higher Education, 2023, para. 1) and be one out of two Black women to receive a mathematics
degree. The powerful feeling of excelling in this way in one of the more challenging subject
areas creates a sense of urgency to create a passion for the subject.
56

References
Ahmed, Hamzah, A. B., & Abdullah, M. N. L. Y. B. (2020). Effect of social and emotional
learning approach on students’ social-emotional competence. International Journal of
Instruction, 13(4), 663–676. https://doi.org/10.29333/iji.2020.13441a
Ashcraft, M. H. (2002). Math anxiety: personal, educational, and cognitive consequences.
Current Directions in Psychological Science, 11(5), 181–185.
https://doi.org/10.1111/1467-8721.00196.
Bailey, C. M. (2023). The Evolution of Anti-Blackness in the American South: How Slavery and
Segregation Perpetuates the Victimization of Black People. Journal of Research in Crime
and Delinquency, 60(1), 14–42.
https://doiorg.libproxy2.usc.edu/10.1177/00224278221120811
Barbieri, C. A., & Miller-Cotto, D. (2021). The importance of adolescents’ sense of belonging to
mathematics for algebra learning. Learning and Individual Differences, 87, 101993.
Bay Atlantic University (2022, June 14). What is a kinesthetic learner? Bay Atlantic University
Washington, D.C. https://bau.edu/blog/kinesthetic-learner/
Benbow, C. P., & Stanley, J. C. (1980). Sex Differences in Mathematical Ability: Fact or
Artifact? Science, 210(4475), 1262–1264. http://www.jstor.org/stable/1684489
Berwick, C. (2019, March 12). Keeping girls in STEM: three barriers, 3 solutions. Edutopia.
https://www.edutopia.org/article/keeping-girls-stem-3-barriers-3-solutions
Blumenfeld, Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991).
Motivation Project-Based Learning: Sustaining the Doing, Supporting the Learning.
Educational Psychologist, 26(3), 369–398.
57

Boaler, J., Wiliam, D., & Zevenbergen, R. (2000). The Construction of Identity in Secondary
Mathematics Education.
Benjamin Franklin Quotes. (n.d.). BrainyQuote.com. Retrieved August 23, 2023, from
BrainyQuote.com Web site:
https://www.brainyquote.com/quotes/benjamin_franklin_383997
Brown, E. (2018, September 25). On the anniversary of Brown v. Board, new evidence that US
schools are resegregating. Statesman.
https://www.statesman.com/story/news/2016/09/03/on-the-anniversary-of-brown-v-
board-new-evidence-that-us-schools-are-resegregating/10124240007/
Burnette, Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E.
(2020). A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-
Efficacy and Career Development. Entrepreneurship Theory and Practice, 44(5), 878–
908. https://doi.org/10.1177/1042258719864293
Butler-Barnes, S. T., LEA II, Charles, Leath, S., ROGERS, O., Barnes, D., & Ibrahim, H.
(2021). Visible or Invisible? Black Girls’ Experiences in a Mathematics Classroom.
Journal of African American Women and Girls in Education, 1(2), 26–59.
California Department of Education. (2022, February 11). Culturally relevant pedagogy.
Culturally Relevant Pedagogy-Educator Excellence (CA Dept of Education).
https://www.cde.ca.gov/pd/ee/culturalrelevantpedagogy.asp
Campbell. (2012). For Colored Girls? Factors that Influence Teacher Recommendations into
Advanced Courses for Black Girls. The Review of Black Political Economy, 39(4), 389–
402. https://doi.org/10.1007/s12114-012-9139-1
58

Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The direction of the
relationship between mathematics anxiety and mathematics performance. Frontiers in
Psychology, 6(JAN), 1–6. https://doi.org/10.3389/fpsyg.2015.01987
Carey, M. P., & Forsyth, A. D. (2009). Self-efficacy teaching tip sheet. American Psychological
Association. https://www.apa.org/pi/aids/resources/education/self-
efficacy#:~:text=Self%2Defficacy%20refers%20to%20an,%2C%20behavior%2C%20an
d%20social%20environment.
Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of successful
women of color: Science identity as an analytic lens. Journal of Research in Science
Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
Collins, K. H., Joseph, N. M., & Ford, D. Y. (2020). Missing in Action: Gifted Black Girls in
Science, Technology, Engineering, and Mathematics. Gifted Child Today, 43(1), 55–63.
https://doi.org/10.1177/1076217519880593
Cortes, Goodman, J. S., & Nomi, T. (2015). Intensive math instruction and educational
attainment: Long-run impacts of double-dose algebra. The Journal of Human Resources,
50(1), 108–158. https://doi.org/10.3368/jhr.50.1.108
Epstein, R., Blake, J., & González, T. (2017). Girlhood interrupted: the erasure of Black girls’
childhood. Available at SSRN 3000695.
https://drive.google.com/file/d/1sEAAnIzda07YPzsNLK8JN0gHcoWMeO26/view?usp=
sharing
Delta Sigma Theta Sorority, Inc. (2022). Delta Sigma Theta Sorority Inc.
https://www.deltasigmatheta.org/
Dweck, C. S. (2008). Mindset: the new psychology of success. Random House, Inc.
59

EdData.com (2023). Fiscal, Demographic, and Performance Data on California’s K-12 Schools.
ED Data: Education Data Partnership. https://www.ed-data.org/index
Edward W. Morris & Brea L. Perry, Girls Behaving Badly? Race, Gender, & Subjective
Evaluation in the Discipline of Af. Am. Girls, 90 Sociology of Educ. 127 (2017).
Fernandez. (2021). Second Chance Grading: An Equitable, Meaningful, and Easy-to-Implement
Grading System that Synergizes the Research on Testing for Learning, Mastery Grading,
and Growth Mindsets. PRIMUS: Problems, Resources, and Issues in Mathematics
Undergraduate Studies, 31(8), 855–868. https://doi.org/10.1080/10511970.2020.1772915
Fields, & Cunningham-Williams, R. M. (2021). Experiences with imposter syndrome and
authenticity at research-intensive schools of social work: A case study on Black female
faculty. Advances in Social Work, 21(2–3), 354–373. https://doi.org/10.18060/24124.
Gholson. (2016). Clean Corners and Algebra: A Critical Examination of the Constructed
Invisibility of Black Girls and Women in Mathematics. The Journal of Negro Education,
85(3), 290–301. https://doi.org/10.7709/jnegroeducation.85.3.0290
Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.
Hampton University Profile-State Council of Higher Education for Virginia. State Council of
Higher Education for Virginia. https://research.schev.edu/iProfile/232265/Hampton-
University
Hochschild, J. L., & Scovronick, N. (2004). School Desegregation. In The American Dream and
the Public Schools (p. 32). essay, Oxford Univ. Press.
Hill Collins. (2000). Black Feminist Thought: Knowledge, Consciousness, and the Politics of
Empowerment. Routledge. https://doi.org/10.4324/9780203900055
60

History.com Editors. (2018, February 28). Jim Crow laws. History.com.
https://www.history.com/topics/early-20th-century-us/jim-crow-laws
Huang, Zhang, J., & Hudson, L. (2018). Impact of math self-efficacy, math anxiety, and growth
mindset on math and science career interest for middle school students: the gender
moderating effect. European Journal of Psychology of Education, 34(3), 621–640.
https://doi.org/10.1007/s10212-018-0403
z https://drive.google.com/file/d/12ogwVlu1M9WNC6mR-Ou7-
wBQmmGN_3cM/view?usp=sharing
Ibourk, A., Hughes, R., & Mathis, C. (2022). “It is what it is”: Using Storied‐Identity and
intersectionality lenses to understand the trajectory of a young Black woman’s science
and math identities. Journal of Research in Science Teaching, 59(7), 1099–1133.
Irvine, J. (2019). Strategies for enhancing mathematics learning for students who are kinesthetic
learners. Gazette-Ontario Association for Mathematics, 57(4), 41–44.
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/strategies-enhancing-mathematics-learning/docview/2352088880/se-2
Jack and Jill of America, Inc., Home. www.jackandjillinc.org (2022, June 7)
https://www.jackandjillinc.org.
Joseph, Hailu, M. F., & Matthews, J. S. (2019). Normalizing Black Girls’ Humanity in
Mathematics Classrooms. Harvard Educational Review, 89(1), 132–155.
https://doi.org/10.17763/1943-5045-89.1.132
Kim, A. Y., G. M. Sinatra, and V. Seyranian. 2018. “Developing a STEM Identity Among
Young Women: A Social Identity Perspective.” Review of Educational Research 88 (4):
589–625. https://doi.org/10.3102/ 0034654318779957
61

Ladson-Billings, G. (2009). “Who you callin” nappy-headed?’ A critical race theory looks at the
construction of Black women. Race, Ethnicity and Education, 12(1), 87–99.
https://doi.org/10.1080/13613320802651012
Lyons, I. M., and Beilock, S. L. (2012). Mathematics anxiety: separating math from anxiety.
Cereb. Cortex 22, 2102–2110. doi: 10.1093/cercor/ bhr289
Magliaro, Lockee, B. B., & Burton, J. K. (2005). Direct Instruction Revisited: A Key Model for
Instructional Technology. Educational Technology Research and Development, 53(4),
41–55. https://doi.org/10.1007/BF02504684
Merriam-Webster. (n.d.). Mathematician. In Merriam-Webster.com dictionary.
https://www.merriam-webster.com/dictionary/mathematician
Merriam-Webster. (n.d.). Algebra. In Merriam-Webster.com dictionary. Retrieved January 5,
2022, from https://www.merriam-webster.com/dictionary/algebra
Murphy, Steele, C. M., & Gross, J. J. (2007). Signaling Threat: How Situational Cues Affect
Women in Math, Science, and Engineering Settings. Psychological Science, 18(10), 879–
885. https://doi.org/10.1111/j.1467-9280.2007.01995.x
NASA. (2015, November 16). Katherine Johnson: A lifetime of Stem. NASA.
https://www.nasa.gov/audience/foreducators/a-lifetime-of-stem.html
National Science Foundation, National Center for Science and Engineering Statistics. (2017).
Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017.
Special Report NSF 17–310.
https://www.nsf.gov/statistics/2017/nsf17310/static/downloads/nsf17310-digest.pdf
62

National Science Foundation, National Center for Science and Engineering Statistics. (2023).
Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023. Featured
report NSF 23–315. Author. https://ncses.nsf.gov/pubs/nsf23315/report
Peart, D. (2018, March 26). Guiding students to a healthy math identity. Edutopia. Retrieved
February 3, 2022, from https://www.edutopia.org/article/guiding-students-healthy-math-
identity
Reardon, S. (2019, July 18). New Stanford Education study shows where boys and girls do better
in math, English. Stanford Graduate School of Education. Retrieved January 7, 2022,
from https://ed.stanford.edu/news/new-stanford-education-study-shows-where-boys-and-
girls-do-better-math-english
Rech, J. F., & Harrington, J. (2000). Algebra as a Gatekeeper: A Descriptive Study at an Urban
University. Journal of African American Men, 4(4), 63–71.
https://doi.org/10.1007/s12111-000-1022-7
Sanders, Molgaard, M., & Shigemasa, M. (2019). The relationship between culturally relevant
materials, emotional climate, ethnic composition, and peer play in preschools for children
of color. Journal for Multicultural Education, 13(4), 338–351.
https://doi.org/10.1108/JME-02-2019-0014
Sawchuk, S. (2022, January 19). What is critical race theory, and why is it under attack?
Education Week. Retrieved February 10, 2022, from
https://www.edweek.org/leadership/what-is-critical-race-theory-and-why-is-it-under-
attack/2021/05
63

Scott-Jones, D., & Clark, M. L. (1986). The School Experiences of Black Girls: The Interaction
of Gender, Race, and Socioeconomic Status. The Phi Delta Kappan, 67(7), 520–526.
http://www.jstor.org/stable/20403145
Seo, Shen, Y., & Alfaro, E. C. (2018). Adolescents’ Beliefs about Math Ability and Their
Relations to STEM Career Attainment: Joint Consideration of Race/ethnicity and Gender.
Journal of Youth and Adolescence, 48(2), 306–325. https://doi.org/10.1007/s10964-018-
0911-9
Singh, M. (2022, April 3). 100 inspirational & funny math quotes. Number Dyslexia.
https://numberdyslexia.com/100-inspirational-funny-math-quotes/#google_vignette
Soares, N., & Patel, D. R. (2015). Dyscalculia. International Journal of Child and Adolescent
Health, 8(1), 15–26.
http://libproxy.usc.edu/login?url=https://www.proquest.com/scholarly-
journals/dyscalculia/docview/1705546083/se-2
Solomon, R. (2007). True to our feelings. Oxford University Press.
Taber. (2011). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher
Development, 15(2), 257–264. https://doi.org/10.1080/13664530.2011.571515
The Links, Inc., (2022, June 12). The Links Incorporated. Linksinc.org. https://linksinc.org/the-
links-incorporated/
Toland, M. D., & Usher, E. L. (2016). Assessing mathematics self-efficacy: how many
categories do we really need? Journal of Early Adolescence, 36(7), 932–960.
https://doi.org/10.1177/0272431615588952.
64

USCourtsEditors. (n.d.). History-brown v. Board of Education Re-enactment. United States
Courts. Retrieved February 11, 2022, from https://www.uscourts.gov/educational-
resources/educational-activities/history-brown-v-board-education-re-enactment
Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: a validation study.
Contemporary Educational Psychology, 34(1), 89–101.
https://doi.org/10.1016/j.cedpsych.2008.09.002.
Wade-Jaimes, K., Cohen, J. D., & Calandra, B. (2019). Mapping the evolution of an after-school
STEM club for African American girls using activity theory. Cultural Studies of Science
Education, 14(4), 981–1010. Doi: HTTPs
Watson, T. N. (2016). “Talking back”: The perceptions and experiences of Black girls who
attend city high school. The Journal of Negro Education, 85(3), 239–249.
Weichel, J. (2016). What’s their learning style? Part 2: Kinesthetic learners.
msue.anr.msu.edu/news /whats_their_leaming_style_part_2_kinesthetic_learners.
Westside Neighborhood School (2023). Westside Neighborhood School-Independent School in
playa vista. WNS. Retrieved February 7, 2023, from https://wns-la.org/
Williams, H. A. (2005). SELF-TAUGHT: African American Education in Slavery and Freedom.
Harvard Graduate School of Education. Retrieved February 2, 2022, from
https://www.hepg.org/her-home/issues/harvard-educational-review-volume-77-issue-
3/herbooknote/self-taught_325

65

Appendix A: Survey
Thank you for agreeing to participate in my survey. My study is taking a look into Black
young women reflecting on their math self-efficacy while they were in Algebra 1 and how it
affected their academic achievement. Self-efficacy is one’s ability to believe in themselves and in
this study, I am focusing on student’s self-efficacy in Algebra 1. You were chosen to participate
because I want to examine a variety of different Black women’s mathematical journeys. This
survey will be anonymous and there are no questions that can be identified with you. If you choose
to continue, you are volunteering to participate. You can stop at any time or skip questions that
you prefer not to answer. This survey needs to be completed by February 5, 2022.
Survey Questions
1. What is your gender?
• Female
• Male
2. What is your ethnicity?
• Black or African American
• White
• American Indian or Alaska Native
• Asian
• Native Hawaiian or Other Pacific Islander
• Other ___________________________
3. How old are you?
• younger than 18
• 18–23
66

• 24–30
• older than 30
4. Did you complete your Algebra 1 course in Los Angeles County?
• Yes
• No
5. Can you remember at least one good or one bad Algebra 1 lesson?
• Yes
• No
6. Can you remember your Algebra 1 teacher?
• Yes
• No
7. What grade were you in when you completed Algebra 1 for the first time?
• sixth
• seventh
• eight
• ninth
8. I remember feeling prepared for Algebra 1.
• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
9. I enjoyed Algebra 1 as a subject.
67

• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
10. I felt that I was treated fairly by my Algebra 1 teacher.
• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
11. I was satisfied with my Algebra 1 course?
• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
12. If you do not recall, please give an estimate.
• A (100%–90%)
• B (89%–80%)
• C (79%–70%)
• D (69%–60%)
• F (59% and below)
68

13. If I were to take an Algebra 1 test today, I am confident that I would pass (70% or
above)?
• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
14. My perception of my math skills contributed to my experience throughout Algebra 1.
• Strongly agree
• Agree
• Neutral
• Disagree
• Strongly disagree
15. Thank you for your participation in my survey. Would you be willing to participate in
a 45-minute–1-hour follow up interview that could be conducted in-person or on
Zoom?
• Yes
• No
Closing
Thank you for your participation in my survey. As a reminder, your survey is anonymous
and there are no questions that can be identified with you. If you have any questions, comments,
or concerns you can reach me at ldmcnall@usc.edu.

69

Appendix B: Interview Protocol
Three research question guided this study.
1. What were Black girls’ perceptions of their math self-efficacy when they were in
Algebra 1 in Los Angeles, California?
2. How did Black girls feel their teachers supported their math identity?
3. How did Black girls feel about their teacher’s pedagogy that supported their success?
Introduction
Thank you for agreeing to participate in my study. This study will take about an hour, are
you still ok with that? I want to remind you about my study and answer any questions that you
have, the overview was on the Study Information Sheet. My name is Lauren McNally. I am a USC
student and a mathematician. I have always been interested in education and my favorite subject
has always been math. I attended Hampton University and in my sophomore year, I changed my
major from pre-medicine to mathematics. It did not dawn on me until my class sizes went from 50
students to five students. That is when I really saw the underrepresentation of Black students and
especially Black women in the math field. You were chosen to participate because you are a Black
girl, and I would like to know your emotions and feelings toward mathematics. I will also be asking
questions related to your teachers and how you feel you were supported in establishing your math
identity. Math identity in reference to how you perceive yourself as a mathematician. I will also
be inquiring about how your teachers have supported your math identity.
I am strictly a researcher. I am asking questions to gain insight, not be evaluative. I am not
making any judgments on your performance as a student but looking for ideas on how I can help
students like you in the future. Do you have any questions for me before we get started?
Setting the Stage
70

I will be asking a set of questions that are related to your feelings about yourself. Please
take all the time you need to think about the questions and give answers that are true to your
heart. I am very excited to get your insight to better understand your math identity. I began by
asking background questions.
1. Tell me about yourself.
• Who are you?
• How would you describe yourself to a person who has never seen, heard, or
met you before?
• HS, career/working toward in school/major.
Heart of the Interview
Next, I will be asking questions that are directly related to mathematics.
2. Describe your overall feelings as they relate to mathematics.
• What areas of math do you have positive feelings about, if any?
• What areas of math do you have negative feelings about, if any?
3. Is there any area of Algebra 1 where you feel the most confident? What made you
confident in your learning when understanding this concept?
4. Can you remember a lesson, activity, or project that incited excitement and joy? Tell
me about it.
5. Can you remember a lesson, activity, or project that incited a dislike for math? Tell
me about it.
6. Think back, do you recall an instance that swayed your perception of Algebra 1?
A math identity is described as identifying as a mathematician. This is seen when
students have a belief in one’s ability to be successful in math.
71

7. How would you describe your feelings pertaining to your math identity?
Finally, I will be asking questions about how you feel your teachers play a role in your
math identity.
8. Think of your best math teacher. What did he/she do that made them the best? What,
if anything, do you remember about their teaching style or classroom that made
him/her the best?
9. If you were in an ideal mathematical world, how would your teacher support your
math identity?
10. Some students believe that teachers show prejudice and favor toward specific
students, have you ever felt this way? How do you feel that it affected your ability to
succeed?
11. If there was a way that any of your past math teachers could improve your perception
of your math skills, what would it have been?
12. Are there any final remarks or additional pieces of information that you would like to
share with me?
Thank you for taking the time to sit and give me insight into your world. Everything that
we discussed today was very helpful for my study. If I have a follow-up question, can I contact
you? Again, thank you for participating in my study.

Abstract (if available)

Abstract Historically in America Black people are treated with discriminatory educational practices and women are treated as an inferior gender. This study addresses the intersectionality of race, gender as it relates to how Black girls are educated in the gateway math course: Algebra 1. This case-study examines the perceptions of eight Black women reflecting on their time in their Algebra 1 course in Los Angeles, California. Using surveys and interviews, they were able to examine their feelings, reflect on their math identity, and teachers’ pedagogy. The findings indicate that Black girls have specific needs due to the historical inequities of Black people and women. These barriers create a challenge for Black girls to self-identify as a mathematician unless specifically empowered. There is need for a specific focus on supports for Black girls to excel in Algebra 1 further preparing them for the challenges of higher-level math courses and STEM careers.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Using mastery learning to address gender inequities in the self-efficacy of high school students in math-intensive STEM subjects: an evaluation study

PDF

Math achievement and self-efficacy of linguistically and ethnically diverse high school students: their relationships with English reading and native language proficiency

PDF

The effects of math anxiety and low self-efficacy on students’ attitudes and interest in STEM

PDF

Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college

PDF

The perspectives of Black teachers and administrators on identity and career opportunities

PDF

How they got there: examining the advancement of women of color in K–12 leadership roles

PDF

Capital allocation to Black female technology entrepreneurs

PDF

A comparative case study on the impact of Black male teachers on implementing inclusive and antiracist practices in elementary-middle education

PDF

Persistence of first-generation Latinx engineering students: developing a better understanding of STEM classroom experiences and faculty interactions

PDF

An examination into leadership strategies that stop perpetuating the equity gap of historically marginalized students in high schools

PDF

The importance of mentoring in leadership self-efficacy for women in supply chain: a qualitative study

PDF

The relationship among gender, race/ethnicity, sense of validation, science identity, science self-efficacy, persistence, and academic performance of biomedical undergraduates

PDF

Three essays on the high school to community college STEM pathway

PDF

The effects of a math summer bridge program on college self-efficacy and other student success measures in community college students

PDF

Protest of the oppressed: a case study on Black female administrators’ experiences in K-12 education from student to leadership

PDF

STEM identity development: examining the experiences of transfer students

PDF

Latinas’ self-efficacy in computer science and potential factors undergirding their perspective

PDF

Women in STEM: self-efficacy and its contributors in women in engineering within community college

PDF

How college affects Latinas' STEM career decision-making process: a psychosociocultural approach

PDF

“Black at”: a study of Black girls in predominantly White independent K–12 girls’ schools

Asset Metadata

Creator McNally, Lauren Diane (author)

Core Title Black Girl Math Magic: a qualitative inquiry into Black girls’ math self-efficacy by the time they reach Algebra 1 to ensure their academic achievement and interest in STEM careers

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-12

Publication Date 09/05/2023

Defense Date 04/07/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Algebra 1,black girls,black women,Math,math identity,mathematicians,OAI-PMH Harvest,self-efficacy,STEM

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Franklin, Gregory (committee chair), Kishimoto, Christina (committee member), Waters, Harold (committee member)

Creator Email mrs.laurenmcnally@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113303083

Unique identifier UC113303083

Identifier etd-McNallyLau-12310.pdf (filename)

Legacy Identifier etd-McNallyLau-12310

Document Type Dissertation

Format theses (aat)

Rights McNally, Lauren Diane

Internet Media Type application/pdf

Type texts

Source 20230905-usctheses-batch-1090 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu