What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics

Abstract

Despite the increase of women earning degrees in STEM fields, there continues to remain a dearth in the number of women pursuing terminal degrees in mathematics. Additionally, Black women are nearly invisible in the field. This qualitative study examined the undergraduate and graduate experiences of twelve Black women mathematicians. A Black feminist framework embedded with a grounded theory approach was implemented. Variations were discovered for the women who attended an HBCU versus those who attended a non-HBCU for their undergraduate degree. Mentorship, a supportive program, and study groups were prime indicators that the women attributed to their success. Future implications suggest finding ways to minimize feelings of isolation from doctoral programs in mathematics and allowing further opportunities for mentorship.Keywords: Black women, mathematics, undergraduate and graduate institutions, STEM fieldsINTRODUCTIONFor much of its history, mathematics was considered to be an elite field, primarily for White men. The welcome for women participating in the field has been less than inviting. Nevertheless, since the 19th century American women have adapted and entered the mathematical arena in small groups (Murray, 2000). Recent reform efforts at the secondary and postsecondary levels have focused on practices, policies, and interventions designed to increase the number of women in science, technology, engineering, and mathematics (STEM) fields. There has been some progress and there is an increase in the number of women pursuing STEM careers. However, despite these advances, the presence of Black women mathematicians has been nearly invisible. Furthermore, with the exception of Kenschaft (1981, 2005), Black women's presence in the literature describing the professional and formative experiences of mathematicians (Albers & Alexanderson, 2008) and women scientists (Case & Leggett, 2005; Murray, 2000; Warren, 1999) has been fairly minimal and largely limited to descriptions of their individual experiences. In this article, the authors report findings from a study of twelve Black women mathematicians. The goal of this article is to describe those experiences from undergraduate and graduate programs that the women have recorded as being significant in the completion of their doctorate degree in mathematics, with the goal of informing a model of success for underrepresented students in advanced mathematics.Educators conjecture that several reasons impede the progress of women and other underrepresented groups in mathematics beyond the baccalaureate degree. For example, a lack of self-efficacy in mathematical abilities can deter particular groups of students from pursuing the field. Powell (1990) claimed that minority students have internalized a self-perception of incompetence in mathematics and science (p. 292), and this can be true of girls and women as well (Leedy, LaLonde, & Runk, 2003; Tartre & Fennema, 1995). In addition, teacher and faculty perceptions and practices (Burrelli, 2008; Fennema, Peterson, Carpenter, & Lubinski, 1990; Ferguson, 2003), institutional and departmental structures (Herzig, 2004), and a lack of role models (Nichols & Tanksley, 2004) have all been suggested to have an impact on underrepresented groups' persistence in mathematics. Describing the barriers that block women and minority students from continuing in the field of mathematics is another goal that this article seeks to address.Data sources from a larger study of African American mathematicians are used (Walker, 2009a, 2009b, 2009c), and builds on interviews and analyses conducted by Borum (2010). By examining the undergraduate and graduate experiences of Black women who have obtained their doctorate degree in mathematics, these authors seek to contribute to a broader discussion about the role of race and gender in the experiences of students pursuing advanced degrees in STEM fields. The motivating questions for study are the following:* How do Black women who have earned their PhDs in mathematics describe their undergraduate experiences in mathematics? …