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Like other women and girls of color in the U.S. education system, Black 1 women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women's and girls' persistence in th...
In this article, the authors explore the influence of stereotypes and stereotype threats on African American learners' experiences in situ, using mathematics-learning contexts as a specific setting. Although there has been growing attentiveness to the social contexts of students' math-learning experiences, the influence of stereotypes on learning—b...
