“I Once Was Lost, but Now Am Found”

Abstract

The lack of mathematics academic achievement and persistence in African American male students is well documented in the K-12 education research literature. Moreover, it has been documented that this trend of mathematics underachievement continues in higher education for some African American men. In this article, the author refutes the myth that African American male students are doomed to mathematics failure by drawing on research literature that highlights the strengths of African American male learners and by documenting the “voice” of an African American male doctoral student.Coupling critical race theory with case study research, the author chronicles the schooling, mathematics, and racial experiences of an African American male student. The author concludes the article by challenging those invested in the mathematics education of African American male students to work to ensure that African American male students are provided access to the mathematics pipeline.