Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers

ABSTRACT

School-aged Black boys are mathematically gifted; however, they are often underserved vis-à-vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois’ storytelling. We then offer BlackCrit as a theoretical frame to enrich evidence-based work regarding Black mathematics teachers and culturally relevant pedagogy. We also advocate for the establishment of “grow-your-own” programs given the strong links to Black male achievement as well as the critical need for continuous federal funding in service to Black boys’ mathematics education. We conclude with a summary of the guidance provided to bolster school-aged Black boys’ mathematics achievement outcomes.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional resources

1. Black Math Genius website: https://blackmathgenius.com.

 The Black Math Genius Course offers Black students and their families enrichment opportunities to learn advanced disciplinary concepts as well as the history and origins of mathematics. Group and individual tutoring sessions also equip Black students with the strong mathematical foundation needed to succeed in the future. Guided by the premise that “math is the Blackest thing ever!,” this program uses African-centered pedagogy, centers Black students in the learning process, and inspires the next generation of mathematically talented Black professionals.

2. Jett, C. C. (2022). Black male success in higher education: How the mathematical brotherhood empowers a collegiate community to thrive. Teachers College Press.

 In this book, the author uses an asset-based approach to examine the experiences of a cohort of 16 Black male math majors, referred to as “the mathematical brotherhood,” at the nation’s top producer of Black male math majors—Morehouse College. This captivating story centers Black males, math, and HBCUs. Through the lenses of Black masculinity and CRT, the book provides useful insights for parents, educators, and community stakeholders about elevating Black boys and men’s mathematics achievement outcomes.

3. Peoples, L. Q., Islam, T., & Davis, T. (2021). The culturally responsive-sustaining STEAM curriculum scorecard. Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.

 This research-informed scorecard, available in PDF and online forms, is an exceptional resource for guiding teams of parents, educators, and community stakeholders through critical analysis and evaluation of published curricula in STEAM. The scorecard includes math-related references, readings, and resources. More than an end-product evaluation through the lens of culturally responsive and sustaining pedagogy, using this scorecard can promote a highly collaborative process premised upon stakeholder equity that adds value to curriculum adoption at any level, in any organization.