An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom

Artigo2024

Brittney Ellis ORCID; Elizabeth Wrightsman ORCID

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Scholars have called for critical research that positions Black girls in a positive light while centering their constructed meanings and resistance against stereotypes and dominant discourses in mathematics spaces, particularly in reform-oriented instructional contexts. Black girls may have to resist deficit master narratives about the intellectual ability of Black women and girls (macro-level) in moment-to-moment classroom interactions (micro-level). In this article, we tell an anti-deficit counter-story (Adiredja, 2019) of how sense-making and silence became forms of resilience for a Black girl named Amari (pseudonym) during a standards-based whole-class mathematics discussion. Using theoretical perspectives rooted in critical race theory and positioning theory, we operationalized Black girls’ forms of resilience as repeated acts of resistance, evidenced by negotiated or rejected positions. Framing our positioning analysis using an anti-deficit counter-story method (Adiredja, 2019), Amari’s mathematical brilliance was centered while showcasing how forms of resilience emerged from repeated acts of resistance at a micro-interactional timescale. Implications of this work point to a need to specify micro-level responsibilities in classroom settings that challenge racism, sexism, and oppression in macro-level reform efforts.

Dados da obra

Tipo: Artigo
Periódico: Journal of Urban Mathematics Education, v. 17, n. 1
Editora: Aggie STEM
Ano: 2024
Idioma: en
Palavras-chave: Counterstory; Positioning; Resilience; CRT
DOI: 10.21423/jume-v17i1a514
ISSN: 2151-2612
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ELLIS, Brittney; WRIGHTSMAN, Elizabeth. An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom. Journal of Urban Mathematics Education, v. 17, n. 1, 2024. DOI: https://doi.org/10.21423/jume-v17i1a514.

APA

Ellis, B., & Wrightsman, E. (2024). An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom. Journal of Urban Mathematics Education, 17(1). https://doi.org/10.21423/jume-v17i1a514

BibTeX

@article{ellis2024,
  author = {Ellis, Brittney and Wrightsman, Elizabeth},
  title = {An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom},
  year = {2024},
  journal = {Journal of Urban Mathematics Education},
  volume = {17},
  number = {1},
  publisher = {Aggie STEM},
  doi = {10.21423/jume-v17i1a514},
  language = {en}
}

RIS

TY  - JOUR
AU  - Ellis, Brittney
AU  - Wrightsman, Elizabeth
TI  - An Anti-deficit Counter-story of a Black Girl’s Forms of Resilience in a Standards-based Mathematics Classroom
PY  - 2024
JO  - Journal of Urban Mathematics Education
VL  - 17
IS  - 1
DO  - 10.21423/jume-v17i1a514
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS