Publications and Research

Document Type


Publication Date



Employing data from the National Center of Educational Statistics’ (NCES) High School Longitudinal Study (HSLS) and utilizing critical race theory and intersectionality as theoretical frameworks, this article interrogates the relationship between mathematics identity and math success for a nationwide sample of Black secondary school students. More specifically, hierarchical regression modeling is employed to examine the relative impact of math identity, demographic variables, and school/parent social capital variables on the math grade point averages of this sample. The article ends with a discussion of specific steps for teaching mathematics that put the identity of those from traditionally marginalized communities at the center of mathematics instruction. Thus making experiences, histories, culture, and abilities essential elements of students’ learning, that are to be supported and built upon.


This work was originally published in School Science and Mathematics, available at DOI: 10.1111/ssm.12436

Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.