Black Parents as Achievement Socialization Agents for Black Girls: Building Bridges to Mathematics

Black Parents as Achievement Socialization Agents for Black Girls: Building Bridges to Mathematics

Jemimah L. Young, Jamaal R. Young
Copyright: © 2019 |Pages: 12
DOI: 10.4018/978-1-5225-6912-1.ch038
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Abstract

The achievement socialization of Black girls is highly dependent upon the interactions within their sphere of socialization. Black gender socialization patterns may build an academic resilience in Black women that gives them the capacity to navigate the U.S. educational system substantially better than their male counterparts. In this chapter, the authors describe how parents and teachers can leverage the racial, disciplinary, and academic identities of Black girls to increase their performance in mathematics. This chapter equips teachers and parents with explicit tools to build on the trends observed in prior research. These tools can help parents and teachers build bridges to mathematics success for Black girls.
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Essential Questions

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    How are Black parents uniquely situated to foster achievement in their Black girls?

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    How does intersectionality shape Black girl cultural funds of knowledge?

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    How is achievement socialization specifically beneficial to Black parents and their daughters?

Investing in girls and woman isn’t just the right thing to do, it’s the smart thing to do. -Jill Sheffield

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Dual Marginality: Intersections Of Femininity And Blackness

Black girls face dual marginalization in public schools and society. This marginalization affects their academic and professional trajectories, thus it is important to consider these challenges explicitly. Dual marginalization refers to the “double” or extended marginalization that occurs when a person is negatively affected by their existence in two marginalized populations (Young & Young, 2017). This dual marginalization can also be conceptualized as a form of multiple jeopardy. According to Tang (1997), female students of color routinely face “multiple jeopardy” because classroom interactions are mediated by both gender and racial status expectations. For example, many subject areas—such as mathematics or science—are unjustly identified as inherently male domains. As such, female students are consistently underserved and unrecognized for their abilities in these areas.

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