Making Black Girls Count in Math Education

Making Black Girls Count in Math Education A Black Feminist Vision for Transformative Teaching

Nicole M. Joseph, Foreword by Erica N. Walker
paper, 216 Pages
Pub. Date: December 2022
ISBN-13: 978-1-68253-774-9
Price: $38.00

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Making 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.

Praise

With its focus on strategies and recommendations to improve mathematics attainment among Black girls and women, this book is groundbreaking. — 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. — Venus Evans-Winters, professor and author of Teaching Black Girls

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

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

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About the Author

Nicole M. Joseph is an associate professor in the department of Teaching and Learning at Vanderbilt University. She is also the Director of the Joseph Mathematics Education Research Lab.


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