Abstract
Although many different cultures contribute richly to the development of mathematics, many research scholars promote Western and Eurocentric perspectives of mathematics as dominant forces in mathematics history, texts, curriculum, and instruction. This absence of diverse mathematicians has worked to shape current negative narratives surrounding people of color in science, technology, engineering, and mathematics (STEM). Particularly, women of African descent remain underrepresented in STEM, comprising only 1.6% of STEM professionals with bachelor's degrees, and only 1.4% of those with doctoral degrees. Marked by the intersection of systemic and institutionalized racism and gender oppression, these women, experience “double bind” challenges. Using the author's personal story, she explores these challenges to highlight how institutionalized racism and sexism permeated her mathematics-STEM experience. Lastly, approaches of how to navigate, discretely and indiscreetly, the underrepresentation of young girls and women of color in STEM are offered.
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