- Inform recruitment and retention efforts; and
- Contribute to theory building.
To help encourage more Black educators to choose teaching mathematics as a career, this study will document the oral histories and experiences of Black mathematics teachers pre- and post-de jure school desegregation as a means of informing contemporary recruitment and retention procedures and processes. It will also examine the experiences of practicing Black secondary mathematics teachers about their beliefs about mathematics content, recruitment, retention, racialized experiences in education, and perceptions and beliefs about current pedagogical practices. This information will be used to inform educational policy and provide implications for recruiting and maintaining a more diverse mathematics education teaching force.
This study will be conducted using a three-phase process:
Phase I- Oral histories with veteran/retired Black mathematics teachers
Phase II- Administration of large-scale survey to currently-practicing Black mathematics teachers
Phase III - Regional focus groups with currently-practicing Black mathematics teachers