After wrapping up 2024's Black History Month, I’ll present to a group of kindergarten students from New Jersey. As I consider what I want to get across to these young African American babies, my objective is to encourage them to develop a love for mathematics.
How can we do that for all students?
Mathematics often serves as a gatekeeper and a gateway in schools. It holds the power to unlock opportunities for students, providing a foundation for careers in science, technology, engineering, AI, and mathematics (STEAM).
With Black students, math is an unfair gatekeeper. Disparities in math education pose a significant challenge, creating a chasm between those with access to high-quality learning experiences and those without access.
Black Math Genius seeks to shed light on the underlying causes of these disparities, highlight the contributions of Black mathematicians, and propose strategies rooted in Culturally Relevant Pedagogy (CRP) to bridge the educational divide. (I will not waste time clearing up any misconceptions you have about critical race theory (CRT) in this article.)
The disparities in math education are multifaceted, stemming from historical, socio-economic, and institutional biases. Students from marginalized communities, particularly Black students, often attend schools with fewer resources, including less access to experienced and qualified math teachers, advanced coursework, and engaging math materials.
The effects of these inequities combine with lower expectations and systemic biases that fail to recognize the potential of all students, particularly those of color, forming a cycle of educational repression. This cycle is why so many students in these communities “advance” in school despite not understanding their grade-level standards.
Moreover, a severe lack of representation of Black mathematicians in curricula and educational resources contributes to a narrative that marginalizes Black individuals' contributions to mathematics. This omission distorts the history of mathematics and deprives Black students of role models.
CRP offers a powerful framework to address these disparities. Dr. Gloria Ladson-Billings, a renowned African American pedagogical theorist and teacher educator known for her significant educational contributions, developed CRP in the 90s, long before CRT. It emphasizes why it’s crucial to incorporate students' cultural backgrounds into the educational process.
In math education, this means designing curricula that reflect the rich contributions of all cultures, particularly the historically marginalized. It is the mission of Black Math Genius to design such curricula.
Implementing CRP in math education requires a shift towards a more inclusive, equitable, and just approach — an approach that is under attack by governors and local officials across the country. It involves recognizing the cultural assets students bring to their learning, integrating culturally relevant examples and problems, and promoting critical thinking and social justice through mathematics.
Addressing the disparities in math education is not simply a matter of equity; it is a matter of justice.
By recognizing and valuing the contributions of Black mathematicians, implementing culturally relevant pedagogy, and adopting innovative strategies, we can bridge the educational divide. Further, we can bridge the wealth divide; students majoring in STEAM fields make 130% more yearly than non-STEAM majors.
These efforts can ensure mathematics serves as a gateway to opportunities for all students. The path toward equitable math education requires commitment, creativity, and collaboration. Black Math Genius is thrilled to collaborate with EdPost on this mission. Let us embrace this challenge with the understanding that the future of our students and the field of mathematics depends on our ability to foster an inclusive and empowering learning environment.