Research Library

Identity formation is considered one of the most critical aspects of development, and is an especially important process during adolescence, when students classrooms shape that development. Within the mathematics domain, identity has been particularly critical, because mathematics identity has been linked to whether students persist and ultimately pursue challenging mathematics activities or coursework. Opportunities to bolster mathematics identity are unclear, and these opportunities may vary for marginalized students, like Black and Latinx learners. The current paper aimed to elucidate how classroom opportunities can be leveraged to affirm Black and Latinx students’ mathematics identities. We review the existing theories related to identity, how it is situated within mathematics, and often entangled with ethnic/racial identity. We end with research and practice considerations that may promote Black and Latinx students’ mathematics identities in culturally aware mathematics spaces.