Date of Award
8-31-2026
Document Type
Open Access Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education/Leadership in Urban Schools
First Advisor
Melissa Colón
Abstract
Black girls can grow up, attend school, and move through their math classes without ever feeling seen as capable mathematical thinkers. Their teachers may not affirm their brilliance. Their voices may even go unheard. Math classes may not be a space where they can imagine themselves belonging. These experiences do not reflect ability. Instead, they reflect on the conditions in which they are expected to learn. This study centers the voices of Black girls and asks what they deserve from their mathematics education and instructors to develop a mathematics identity. The study is grounded in Black feminist traditions and draws on the experiences of ten Black girls in Grades 11 and 12 at Westside High School (WHS). Using interviews, participant journals, a closing circle, and participant artifacts, this study examines how Black girls make meaning of their mathematics experiences. Findings reveal that Black girls’ relationships with mathematics are shaped by how they are taught, how they are treated, and whether they feel seen. Their experiences reflect fragile and/or conditional identities. Instructional spaces can support or harm. In classroom environments, invisibility and recognition are constantly negotiated. At the same time, their stories highlight moments of joy, connection, and agency. These moments shift what becomes possible. Black girls’ experiences reflect both the weight of systemic inequities and the possibility for transformation. This study calls for a reimagining of mathematics education. It affirms their brilliance, honors what they deserve, and creates conditions for them to belong and thrive.
Recommended Citation
Fortes, Natasha A., "Solving For X: Centering Black Girls’ Experiences In Mathematics Education" (2026). Graduate Doctoral Dissertations. 1211.
https://scholarworks.umb.edu/doctoral_dissertations/1211
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons, Urban Education Commons
Comments
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