Mathematics Identity Among Rural African American Students: A Narrative Study
DOI:
https://doi.org/10.3776/tpre.2026.v16n1p114-135Keywords:
rural education, African American students, mathematics identity, narrative inquiry, teacher-student relationshipsAbstract
This study explored the mathematics experiences and identities of five African American college students who attended rural K–12 schools in the southern United States. Using narrative inquiry and thematic analysis, the research examined how rurality shaped students’ perceptions of mathematics learning and their sense of themselves as mathematics learners. Findings revealed three central themes: (1) K–12 mathematics experiences were variable and context-dependent, with advanced coursework fostering confidence while specific content areas posed persistent struggles; (2) teacher relationships strongly influenced mathematics identity, with long-term and race-conscious connections proving especially meaningful; and (3) supportive peer networks enhanced persistence and engagement in mathematics. These findings highlight the complexity of mathematics identity development in rural contexts and underscore the importance of culturally responsive teaching, relationship-building, and equitable access to advanced coursework in rural schools. Implications for practice and future research in rural mathematics education are discussed.
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