Hidden in Plain Sight

Dionne Aminata; Deborah Peart; Kaneka Turner

doi:10.5951/mtlt.2020.0309

Hidden in Plain Sight

Mathematics Teacher ◽

10.5951/mtlt.2020.0309 ◽

2021 ◽

Vol 114 (6) ◽

pp. 486-487

Author(s):

Dionne Aminata ◽

Deborah Peart ◽

Kaneka Turner

Keyword(s):

Black Women ◽

Mathematics Education ◽

Women In Mathematics

Dionne Aminata, Deborah Peart, and Kaneka Turner created #Blackwomenrockmath to connect and uplift Black women in mathematics education after recognizing the need for greater representation and support.

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Black Women in Mathematics in the United States

American Mathematical Monthly ◽

10.1080/00029890.1981.11995321 ◽

1981 ◽

Vol 88 (8) ◽

pp. 592-604

Author(s):

Patricia C. Kenschaft

Keyword(s):

United States ◽

Black Women ◽

The United States ◽

Women In Mathematics

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Excellence and Devotion: Black Women in Mathematics in the United States

Association for Women in Mathematics Series - Women in Mathematics ◽

10.1007/978-3-319-66694-5_6 ◽

2017 ◽

pp. 103-120 ◽

Cited By ~ 1

Author(s):

Erica N. Walker

Keyword(s):

United States ◽

Black Women ◽

The United States ◽

Women In Mathematics

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Black Women’s Counter-Stories of Resilience and Within-Group Tensions in the White, Patriarchal Space of Mathematics Education

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc-2020-0027 ◽

2021 ◽

Vol 52 (2) ◽

pp. 117-151

Author(s):

Luis A. Leyva

Keyword(s):

Black Women ◽

Mathematics Education ◽

Coping Strategies ◽

Educational Practice ◽

Group Solidarity ◽

Women's Narratives ◽

Women’S Representation ◽

P 16 ◽

Structural Inequities ◽

Gendered Ideologies

This article proposes and employs a framework that characterizes mathematics education as a white, patriarchal space to analyze undergraduate Black women’s narratives of experience in navigating P–16 mathematics education. The framework guided a counter-storytelling analysis that captured variation in Black women’s experiences of within-group tensions—a function of internalized racial-gendered ideologies and normalized structural inequities in mathematics education. Findings revealed variation in Black women’s resilience through coping strategies for managing such within-group tensions. This analysis advances equity-oriented efforts beyond increasing Black women’s representation and retention by challenging the racialized-gendered culture of mathematics. Implications for educational practice and research include ways to disrupt P–16 mathematics education as a white, patriarchal space and broaden within-group solidarity, including Sisterhood among Black women.

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