Narratives of black mothers: Experiences in advocating for mathematical success in public education

Renee  Gibert; Signe  Kastberg

doi:10.59400/fes2583

Narratives of black mothers: Experiences in advocating for mathematical success in public education

Renee Gibert Curriculum Studies, College of Education, Purdue University, West Lafayette, IN 47907, United States
Signe Kastberg Mathematics Education, College of Education, Purdue University, West Lafayette, IN 47907, United States

Article ID: 2583

Keywords: mathematical advocacy; gatekeeping; mathematical gatekeeping; tracking; educational pathways; special education; public schools; mothering; m/othering

Abstract

This study employs an analysis of narratives method with interviews of three Black mothers whose children participate in a United States university-based Science, Technology, Engineering, and Mathematics (STEM) program. The findings reveal three themes that are as follows: Black mothers are (1) deeply committed to their children’s mathematics learning; (2) encounter epistemological barriers rooted in educational terminology; and (3) face systemic challenges advocating for advanced math placement and special education accommodations. While prior research has acknowledged racial disparities in education, this work demonstrates the role of Black mothers in dismantling discriminatory gatekeeping in educational pathways. The study highlights systemic barriers and the resilience of Black mothers in advocating for their children’s mathematical success, which can provide actionable insights for educators to improve transparency and equitable communication.

Published

2025-05-30

How to Cite

Gibert, R., & Kastberg, S. (2025). Narratives of black mothers: Experiences in advocating for mathematical success in public education. Forum for Education Studies, 3(2), 2583. https://doi.org/10.59400/fes2583

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Vol. 3 No. 2 (2025)

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Article

This work is licensed under a Creative Commons Attribution 4.0 International License.

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