Blackgirl Face: Racialized and Gendered Performativity in Mathematical Contexts

Autor/inn/en	Gholson, Maisie L.; Martin, Danny B.
Titel	Blackgirl Face: Racialized and Gendered Performativity in Mathematical Contexts
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 3, S.391-404 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gholson, Maisie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01051-x
Schlagwörter	Mathematics Instruction; Gender Differences; Hermeneutics; Race; Social Class; Middle School Students; Females; African American Students; Learning Processes; Self Concept; Mathematics Education; Educational Research + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Hermeneutik; Rasse; Abstammung; Social classes; Soziale Klasse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; African Americans; Afroamerikaner; Studentin; Learning process; Lernprozess; Selbstkonzept; Mathematische Bildung; Bildungsforschung; Pädagogische Forschung
Abstract	While race, class, and gender are often treated as well-defined and static identities within mathematics education research, we explore gender, race and class as performances through the case of a middle school Black girl, Cameryn. Scenes from video artifacts are deconstructed using a hermeneutic process to reveal how Cameryn positions herself as a seemingly disinterested, resistant mathematics student through a façade we call "blackgirl face." Blackgirl face not only reflects the particularities of Black girlhood for Cameryn but provides a new conceptual lens for understanding mathematics learning as a performance, requiring and enabling children to simultaneously negotiate race, class, and gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01