Being Tracked into Lower-Level Math Classes as a Black Middle-School Student
Growing up, I never imagined that my love for math would be overshadowed by the negative experiences I faced in middle school. Despite excelling in math and having a genuine passion for the subject, I found myself being tracked into lower-level classes that did not align with my abilities or aspirations. This experience, although it happened over two decades ago, still resonates with many Black and Latino students today who face similar challenges in accessing advanced math education.
Math has always been a significant part of my life, thanks to my father who instilled in me a deep appreciation for the subject. As a master carpenter and math enthusiast, he used everyday examples like carpentry to help me understand complex mathematical concepts. Through hands-on activities with wooden blocks and puzzle pieces, I learned about fractions, angles, precision, and spatial awareness at a young age. By the time I was 11, I could read floor plans and calculate diagonal rooflines using the Pythagorean theorem.
My father’s teachings not only nurtured my love for math but also instilled in me the belief that math is essential for understanding the world. However, when I entered middle school, my academic journey took a different turn as I was placed in lower-level math classes that contradicted my math identity and eroded my confidence. This shift marked the beginning of a math identity crisis that would impact my perception of the subject for years to come.
Being tracked into lower-level classes not only limited my access to advanced math courses like statistics and calculus but also deprived me of the enriching math learning experiences that could have unlocked numerous opportunities for me. Instead of being challenged and engaged in my math education, I found myself in classes with minimal content and frequent disruptions, as they were also used for students with behavioral challenges.
Despite the challenges I faced, being tracked into lower-level classes did have some unintended consequences. It improved my social skills and popularity, as I learned to navigate the dynamics of the classroom through humor and wit. Engaging in playful banter with classmates became a coping mechanism for the stigma associated with being in lower-level classes. While I may not have been learning much math during those times, I was honing my skills in humor and quick thinking.
Unfortunately, my story is not unique, as many students across the country continue to be affected by outdated tracking systems that perpetuate inequities in math education. While there is a growing recognition of the need to address these disparities, there is still much work to be done to ensure that all students have access to high-quality math education that meets their needs and aspirations.
Discovering applied statistics in graduate school was a turning point in my math journey, reigniting my passion for the subject and providing me with the challenges and engagement I had been missing. Unlike my previous experiences with math, the statistics courses I took focused on real-world applications and problem-solving, rather than rote memorization and irrelevant problems.
Since earning my Ph.D., I have utilized my statistical skills in various professional endeavors, from predicting STEM access for underserved students to making data-driven decisions as a United Way director of education. My expertise in statistics has not only empowered me to make informed decisions but has also allowed me to advocate for better math education for all students.
One of the key lessons I have learned throughout my journey is the importance of math identity and how it shapes students’ experiences with the subject. When students have positive and engaging math experiences, they are more likely to develop a strong math identity and see the value of math in their lives. It is crucial that we provide students with opportunities to explore math in meaningful ways that connect theoretical concepts to real-world applications.
As we work towards creating a more equitable math education system, it is essential to address the systemic issues that contribute to disparities in math tracking and course offerings. By reconceptualizing the role of math and expanding access to advanced math courses for all students, we can help bridge the racial gaps in math achievement and empower students to succeed in a data-driven society.
In conclusion, my journey through math tracking has taught me valuable lessons about perseverance, resilience, and the transformative power of education. By sharing my story, I hope to inspire others to advocate for equitable math education and support students in realizing their full potential in the field of mathematics. Together, we can create a brighter future for all students, regardless of their background or circumstances.
