Young, Black, Mathematically Gifted, and Stereotyped

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Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “…for example how even highly competent adolescents may still not identify as math people in order to preserve their other social identities (e.g., McGee, 2013), and how social structure and interactions foster math identity more easily for certain groups of people than others (e.g., Shanahan,…”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, methodology): “…and mathematical identity is an important concept for researchers to consider when unpacking the ways that African American college students learn and succeed in competitive and socially valued mathematics-related fields and how they experience life in their campus environments (McGee, 2013a).”