Black males’ collegiate experiences in science, technology, engineering, and mathematics (STEM) are gaining traction in the research literature. In this work, scholars are utilizing asset-based approaches to examine Black males’ experiences in STEM. Asset-based orientations are also being extended to work on, for, and with Black families. Of utmost importance with respect to this article, Black fathers play a significant role in their sons’ lives. Thus, considerable attention should be paid to the father-son dyad by practitioners and researchers. This case study examines ten Black male STEM majors’ perspectives about their Black fathers. The findings reveal that these Black males described their Black fathers as role models and STEM champions with regard to their STEM pursuits. Recommendations for practice and future research are discussed to advance father-friendly work and ultimately broaden the participation of Black males in STEM. © 2023 by Begell House.

The disproportionate representation of Black men in mathematics has perplexed researchers for decades, and the undergraduate space has been championed as a lever to help remedy this issue. Thus, more research is needed that examines Black men's experiences as mathematics majors. To advance knowledge in the field of higher education, this yearlong ethnographic study uses Black masculinity theory to examine Morehouse College's mathematics learning community, which is comprised of 16 graduating seniors. I use demographic surveys, semi-structured interviews, and observations to investigate the experiences of these 16 mathematics majors. Third floor respect is a concept used to denote the mathematical prowess among Black male mathematics majors on the third/top floor of the academic building. Third floor respect is the central finding that ultimately described this mathematics learning community's peer interactions and departmental attributes. Implications for practice and research are shared to advance asset-based empirical mathematics learning community scholarship, refute deficit narratives concerning Black men's mathematical abilities, and broaden the participation of Black men in mathematics.

Being the valedictorian is the highest honor bestowed upon a senior. Unfortunately, that was not the case for Jeffrey and Autry, the two high-achieving African American male participants in this critical race qualitative study, who were short-changed of their valedictorian status. Their cases reveal three themes: (1) these Black male students were shocked they did not receive this honor and were exploited in the process, (2) there were unfair institutional policies and practices associated with this title, and (3) there were drastic differences regarding the academic expectations for other students who were vying for this valedictory designation. Therefore, these African American male students experienced this academic honor as an exclusionary enterprise. Implications for practitioners, policymakers, and researchers are shared to mitigate the barriers associated with the valedictory accolade.

Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K–12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics education–face-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors. © 2020 Research Council on Mathematics Learning.

The stories of high-achieving African American mathematics students are gaining prominence in the research literature. In this multiple case study, I use a critical race theoretical frame to document and analyze the experiences of 4 mathematically persistent African American male students who earned undergraduate degrees in mathematics and subsequently enrolled in mathematics or mathematics education graduate programs. The findings reveal that these African American men drew from internal factors to influence their mathematical persistence and identified how racial microaggressions manifest themselves in postundergraduate contexts. Recommendations for practice, policy implications, and future research directions that emerged from this study are discussed to better understand African American men’s mathematics experiences. © 2019 by theational Council of Teachers of athematics.