Building a model of success: Examining black women with doctoral degrees in mathematics

The shortage of women and minorities in mathematics and other STEM fields is a widely discussed concern. In looking at mathematics, the presence of black women is nearly invisible. This research builds on previous work about black mathematicians and seeks to address this problem by examining those factors that aid in black women completing their doctoral degrees in mathematics. The research questions are: (1) What factors do black women mathematicians report as being influential to their success? (2) What obstacles or challenges were reported by these black women mathematicians prior to receiving their PhD in mathematics? (3) Do these women report having any role models or mentors who supported them to continue their education? (4) Are there any organizations or programs that helped towards the development of these black women receiving their PhD's in mathematics? (5) Are there any distinct issues reported by these black women mathematicians that they perceive are not applicable for other groups of mathematicians? In considering those factors, a historical examination of women's experiences from the late 19th century and 20th century, including little know references relating to black women in mathematics. This provides a reflective view of how women's experiences and roles in mathematics have evolved throughout the years.;A qualitative study consisting of a purposeful sampling with in-depth interviews of twelve black women mathematicians was also completed. Black feminist thought inquiry was used as the theoretical framework and a grounded theory approach was used to analyze the data. A model of success was created highlighting those extrinsic factors and intrinsic factors that were pertinent throughout the experiences of the black women interviewed as well as the narratives from the historical component. The five extrinsic factors discussed are: support, encouragement, exposure, involuntary isolation in mathematics domains, and low expectations in mathematics due to gender and/or race. The two intrinsic factors that were considered are: self-perception of mathematical ability and mathematical enjoyment. Future implications suggest investigating the structure of doctoral programs in mathematics, teachers' expectations according to gender and race, evaluating the effectiveness of mathematical enrichment opportunities, and exploring other minority groups in the mathematics fields.