Abstract
Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students’ enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
