ABSTRACT
The theoretical frameworks that undergird the research reported in the text are critical race theory (CRT) and Black feminist thought (BFT). Both of these frameworks are needed to understand the context in which underrepresented students and females of color learn mathematics. Culturally specific pedagogy (CSP) provides the context for CRT and BFT to function as means to empower students of color and females to overcome the oppression of Euro-American mathematics. CSP in the context of learning mathematics empowers underrepresented students to develop a mathematics identity and socializes them as they learn to use mathematics for their own purposes. Culturally based education emerged as a means to influence the school performance of American Indian/Alaska Native and Native Hawaiian children in the 1980s. African-American culture can be used to promote the development of mathematics identity and mathematics socialization in a myriad of ways.
