fall-2017-final
Table 2. United States’ Mathematical Sciences Doctorates: Females Compared to White Males 2005-2014
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
Total (M/W)
540
583
645
671
788
863
849
852
912
948
Total Women
152
151
193
218
235
245
230
224
242
254
Black
9
5
5
11
16
9
9
10
6
9
Hispanic or Latino
6
11
4
5
12
8
9
11
6
7
Native American
0
0
1
0
1
0
0
0
1
1
White
101
102
132
161
154
168
155
163
170
179
Asian
NA
NA
NA
NA
NA
NA
38
22
34
32
Asian or Pacific Islander
26
20
29
24
27
39
NA
NA
NA
NA
Hawaiian/ Pacific Islander
NA
NA
NA
NA
NA
NA
0
0
0
0
Other
10
13
22
17
25
21
18
15
22
22
Two or More Races
NA
NA
NA
NA
NA
NA
1
4
3
4
Total Men
388
432
452
453
553
618
619
628
670
694
Source: Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017 (table 7-7)
education experiences. It is not just a Virginia problem; it is a national problem. Black girls’ ex- periences in mathematics remain invisible and largely untheorized and this invisibility produces obscurity to most mathematics teachers; conse- quently, program and learning design efforts re- main non-existent. Interventions that are put in place are usually single-axis and assume that either all girls or all African-American students have the same needs. Intersectional interventions can pro- vide promise for Black girls and other racialized minorities. Such interventions would not only take into account Black girls’ particular learning needs for persistence in mathematics (Joseph, Hailu, & Boston, 2017), they would also account for issues of power, oppression, and center social justice (Collins & Bilge, 2016). Understanding Black girls’ experiences in mathematics during their K-12 trajectories can shed light on their underrepresentation in higher educa- tion majors and careers that require mathematics degrees. For example, studies have shown that Black girls have higher mathematics career aspira-
tions than their White and Latina female peers (Riegle-Crumb, Moore, & Ramos-Wada, 2011), yet, few make it to the doctoral level. Table 2 shows the number of mathematics doctorates awarded to American citizens over the last 10 years. What we notice is that over the last 10 years, White males earned roughly 75% of the mathemat- ics doctorate degrees in comparison to all women. We also notice that in 2014, all women, with ra- cialized women yielding eight percent, and Black women roughly one percent, earned 27% of the math doctorates. These numbers can be explained by several factors; here, I discuss a few. We know from thirty years of research by Jeannie Oakes (1985, 1990a, 1990b) that mathematics tracking substantially limits African-American students’ access to ad- vanced mathematics courses. Mathematics tracking is the process of organizing students into mathe- matics courses that are based on their ability, and it has been an accepted practice in U.S. schools for nearly a century (Rubin, 2008). Teachers’ low expectations and overall
Virginia Mathematics Teacher vol. 44, no. 1
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