University of Illinois Urbana-Champaign

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

Griffin, Camille

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

Description

Title
Reframing mathematics identity socialization: a case study of a (dis)abled Black girl in a middle school mathematics classroom
Author(s)
Griffin, Camille
Issue Date
2025-07-17
Director of Research (if dissertation) or Advisor (if thesis)
Mason, Erica N
Doctoral Committee Chair(s)
Mason, Erica N
Committee Member(s)
  • Corr, Catherine
  • Lambert, Rachel
  • Neville, Helen
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Disability
  • Identity
  • Mathematics
Abstract
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.
Graduation Semester
2025-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/130047
Copyright and License Information
Copyright 2025 Camille Griffin

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