Description
Book SynopsisMaking Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields.
Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education.
In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform.
Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments.
An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.
Trade Review“Joseph’s book is a comprehensive and forceful account of the ways that current educational practices devalue Black girls rather than positioning them as flourishing mathematical thinkers. She offers a compelling, potent, and joyful vision for Black girl education that is grounded in research, thoughtful, and full of heart.”—Francis Su, former President, Mathematical Association of America and author of
Mathematics for Human Flourishing “With its focus on strategies and recommendations to improve mathematics attainment among Black girls and women, this book is groundbreaking.”
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Jacqueline Leonard, professor emeritus of elementary and early childhood education, University of Wyoming “This book will be important for those interested in Black girls’ and women’s education, minorities and STEM education, and the development of girls and women in STEM careers. It fills a void in teacher education and higher education. For anyone working in community-based organizations that serve to increase the capacity of girls in math, it will prove to be an asset.”
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Venus Evans-Winters, professor and author of Teaching Black Girls “Educators must understand the contextual and cultural backgrounds of Black girls and find ways to incorporate these into mathematics teaching and learning. In this work, Joseph provides historical, methodological, and theoretical framing for centering Black girls in mathematics. I appreciate how she is nuanced in sharing the brilliance and challenges of Black girls in mathematics.”—Robert Q. Berry, III, dean of the College of Education at the University of Arizona
