ABSTRACT
Recruiting and retaining Black mathematics teachers is an actionable step in working toward a just system of mathematics education. Without an in-depth, racialized analysis of the Black mathematics teacher pipeline, conversations about recruiting and retaining them run the risk of commodification and diversity solely for the purposes of race matching. Frank uses tenets of CRT to argue that solutions regarding the limited presence of Black mathematics teachers must focus on race and racism in order to develop solutions that center and rehumanize Black mathematics teachers and serve the best interests of students.
