Inferences about the mathematical experiences of African American girls can be made by sorting through bodies of research on blacks and Whites and/or girls and boys. African American girls are often assumed to be at the intersection of both bodies of research, yet the variables that contribute to their individual or collective mathematical experiences have not been adequately explored. This qualitative case study, grounded in (1) Black feminist thought as defined by Patricia Hill Collins using themes of Intersectionality and Standpoint Theory and (2) Culturally Relevant Teaching as defined by Gloria Ladson-Billings, examined the experiences of seven fifth grade African American girls in a low to middle income suburban school district in Long Island, New York.
Findings showed that the girls in this study, at this stage of their lives, did not believe in the stereotypes which adults perpetuate. The African American girls in this study did not believe that boys were better than girls or White students were better than Black students. Five of the girls thought that "girls were better than boys because we listen in class and pay attention". Four out of the seven girls in this study rated themselves good in mathematics and were confident in their abilities. These ratings were consistent with how their teachers viewed them and with their test scores/report card data.
Additional findings showed that all of the girls thought math was important; however, they mostly related it to being able to tell time, count money, and pay bills. They did not see the benefit of learning math that extended beyond obvious everyday uses.
Finally, the majority of the girls in this study were not taught mathematics by highly qualified, well-informed, motivated teachers of mathematics. The teachers rated themselves average to satisfactory on their ability to teach math. The teachers generally taught using traditional procedural models and the girls in this study were not given many opportunities to become independent, empowered thinkers.
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