ABSTRACT
Black girls’ engagement in out-of-school mathematics learning ecosystems has historically empowered Black girls to see themselves as doers of mathematics. Drawing on critical race theory’s tenets of valuing the experiential knowledge of people of Color and centering of intersectionality, this chapter illuminates the counternarratives of Black girls’ navigation of racism and sexism in middle and secondary learning spaces. Specifically, we juxtapose the experiences of Black girls’ success in middle and secondary learning mathematics spaces that center the Black girl gaze (BGG) with those that center the white gaze to highlight practices supportive of Black girl mathematical genius. We present implications for teacher practices that challenge the structural invisibility of Black girls within middle and secondary learning spaces.
