Reframing mathematics identity socialization: a case study of a (dis)abled Black girl in a middle school mathematics classroom

Creating inclusive and empowering mathematics learning communities where diverse students can thrive as agentic learners is a complex task. Beliefs about who can be a knower and doer of math are reflected in classroom language, relationships, and instructional practices. These socializing factors can play a role in reinforcing conceptions of students’ identities and experiences being recognized and leveraged as assets in mathematics. This qualitative case study investigated the ways a Black girl with an Individualized Education Plan (IEP) viewed and enacted her mathematics identity in her 8th grade math classroom. Data collected from twenty-six classroom observations and two interviews with the focal student highlighted how the student navigated dynamic socialization factors and as she enacted her mathematics identity. The broader implications and recommendations for future research are discussed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Griffin, Camille

Contributors dc:contributor

• Mason, Erica N.
• Mason, Erica N
• Corr, Catherine
• Lambert, Rachel
• Neville, Helen

• Disability
• Identity
• Mathematics

Statement dc:rights

• Copyright 2025 Camille Griffin

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/130047

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F130047