MATH TEACHER GROWTH MINDSET AND AFRICAN AMERICAN STUDENTS’ SENSE OF BELONGING IN MATH

Abstract

Persistent opportunity and achievement gaps in mathematics between African American students and their White and Asian peers exist at national, state, and local levels. These gaps are especially evident in access to advanced math pathways, beginning with Algebra I by eighth grade—a gateway course critical to future STEM opportunities — and continuing through high school. This capstone investigates whether a targeted growth mindset professional development (GM PD) series impacts middle school math teachers’ growth mindsets and instructional practices, as well as the sense of belonging in the math classroom among African American students, a step predicted to help narrow these persistent gaps. The study took place at a suburban, high-socioeconomic middle school, where African American students comprised 14% of the population. A nine-month GM PD series was implemented for the entire staff, and the math teachers’ data were analyzed to determine its effectiveness. Data were collected from pre- and post-teacher mindset self-assessments, peer walkthroughs, teacher feedback forms, pre- and post-student belonging surveys, and focus groups with African American students. The Theory of Change guiding this work predicted that if math teachers’ growth mindsets and use of growth mindset-aligned instructional practices increased, African American students would experience a stronger sense of belonging in math class, with the long-term goal of improving academic outcomes over time. Initial findings indicate a positive relationship between teacher participation in the GM PD series and growth in teacher mindset, instructional practice, and African American students’ reported sense of belonging. In classrooms where teachers showed growth-oriented behaviors, students reported experiencing stronger engagement, increased confidence in their math abilities, and deeper connections with their teachers and fellow students. Although causation cannot be determined, these findings suggest that teacher mindset and classroom culture can have a significant impact on the math experiences of African American students, offering ideas for further studies. The accompanying impact product—a comprehensive Google site for GM PD—offers schools and districts a low-cost, easy-to-implement option for school and district leaders. Designed by the researcher to be equity-centered, the PD series includes seven structured learning cycles, student belonging surveys, peer walkthrough tools, and protocols for teacher reflection and feedback, as well as for student focus groups. This professional development model provides a replicable framework that can be implemented “right now” for fostering inclusive, growth-oriented classrooms that support the broader goal of reducing racial disparities in mathematics education through sustainable changes in teacher practice and mindset.