Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students
The author introduces the construct of fragile and robust mathematical identities to explore the experiences that influenced the mathematical and racial identities of high-achieving Black college students in mathematics and engineering. These students maintained high levels of academic achievement in these fields while enduring marginalization, stereotyping, and other forms of racialization. The author recommends more nuanced interpretations of the interplay of human development, racialized experiences, and distinctly race-related risk and protective factors that complicate mathematical identity formation for Black college students in mathematics and engineering fields.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss outjoin now or upgrade your membership. You may also purchase this article now for online access.
Write for JRME
Review for JRME