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What impactful message can we share on Monday morning to enhance the experiences of Black boys in math and STEM?
Six years ago, I watched a group of elementary school boys in Ghana playing marbles during recess after math class, using a handspan technique to measure distances and settle disputes about proximity to the hole. This moment made me question: why is this creativity often absent in the classroom? It ignited a desire to recognize mathematical genius ob Black boys outside traditional educational settings.
I had the privilege of joining a panel with some amazing national Black male math educators at the National Council of Teachers of Mathematics (NCTM) in Chicago, where we shared our voices about the hopes and aspirations of Black boys in mathematics.
After a powerful dialogue with the audience, one question from the moderator stood out: What impactful message can we share on Monday morning to enhance the experiences of Black boys in math and STEM?
I’ve been reflecting on this deeply over the past few years.
Black boys often flourish in environments where they are (vs feel) physically and psychologically safe, and accepted—unfortunately, this is not always the case in schools.
1. The Giftedness of Black Boys Thrives in Safety
Black boys flourish in environments where they are physically and psychologically safe and accepted—unfortunately, this is not always the case in schools. There is a direct correlation between addressing systemic factors both in and out of schools and driving environments where Black boys can excel academically.
2. Black Boys Have Always Created Authentic Worlds for STEM Exploration and Engagement
I’ve collected countless stories of Black men recounting how they engage with mathematics and STEM in their casual worlds outside the classroom. I saw this in my uncle, Carlos, a master potter with limited schooling, who shares his techniques for shaping balance and symmetry while experimenting with optimal glaze shades in a pottery project. I witnessed this while sitting in the chair of my barber, Lamont, who modeled currency trading principles for me using Fibonacci sequences during a haircut (despite not succeeding in school mathematics). While these examples are personal, imagine the untold experiences of other Black boys and men whose unique problem-solving approaches are often overlooked.
3. The STEM Spaces of Black Boys Are Often Hidden in Plain Sight
Mathematical brilliance exists in everyday environments—like barbershops and neighborhoods—where Black boys feel valued. I frequently witness instances of problem-solving, reasoning, and probabilistic thinking in these spaces. The chances are is that these spaces lie invisible to the in the same way the fictional city of Wakanda in the Black Panther Marvel series was hidden from plain view. How do we see these worlds? How can we expand our focus, our policies and programming, towards the acceptance of valid learning experiences which house the rich, lived realities of Black boys.
How do we see these worlds? Connecting to the broader narrative, missing the stories of Black boys thriving in STEM has a domino effect. Black men earned only 4% of STEM bachelor’s degrees, indicating a significant undervaluing of the talent of Black boys in critical STEM spaces. Any yet they create world of learning and engagement in STEM. How do we see these worlds? We must expand our definitions, and acceptance of valid learning experiences which house the rich, lived realities of Black boys. This disparity highlights the necessity for systemic change to improve how Black boys access and experience school STEM and mathematics.
Let’s commit to fostering an environment that celebrates and nurtures the hidden mathematical brilliance of Black boys while connecting their journeys to the larger narrative of representation in STEM. By recognizing and amplifying their unique experiences, we can pave the way for future generations to thrive.
At InspireMath, we are doing just this with organizations around the country. Interested in learning more?