The Interplay of Housing Instability and Mathematics During Adolescence: A Retrospective Study of Black STEM Folx

Few studies have delved into the delicate nuances that impact Black students’ mathematics performance, nor have they paid much attention to the resources students leverage to overcome systems that perpetuate negative stereotypes about Black youth. For decades, studies about Black youth have been explored from a deficit perspective, shedding negative light on circumstances typically beyond the control of those being studied. Even more, some studies have placed blame on parents and parental figures in the lives of Black children for unacceptable school behavior and poor academic progress (Cobb II & Russell, 2015). Black youth have been portrayed as problematic, disruptive, and juvenile (A. A. Ferguson, 2000; Skiba et al., 2002). They have also been categorized as poor mathematics performers (T. R. Berry, 2008; Lattimore, 2005; Lee, 1996; Polite, 1994), resulting in many Black students being placed in remedial mathematics classes before being given opportunities to take higher-level mathematics courses (Carter, 2003a; Oakes, 1985). Researchers should investigate structural constraints, learning environments, student-educator relationships, and educational barriers that may affect learning outcomes. Focusing attention solely on the outcomes of the student from a deficit lens does not provide a holistic view of why some students perform well while others do not. Moreover, centering attention primarily on Black students who are not performing well in school excludes positive narratives about the Black students who consistently display high academic outcomes and standards. There are deep-rooted barriers in the United States that have played a role in stifling Black students’ educational growth and continue to suppress the favorable accounts of Black students who excel academically. One systemic hurdle that an unfortunately high number of Black children must navigate is housing instability, yet some youth experiencing this hardship still excel academically. The resilience and academic success of these students remain largely understudied, leaving a gap in research that fails to highlight the strengths and perseverance of Black youth. Understanding the factors that contribute to their success is critical to disrupting deficit narratives that dominate discussions about Black students and mathematics. Using Critical Race Theory (CRT) (Delgado & Stefancic, 2017), with emphasis on counter-storytelling, as a theoretical framework and Community Cultural Wealth (CCW) (Yosso, 2005) as an analytical lens, this work explores how Black adolescents excelled at mathematics despite experiences with housing instability and poverty. This multiple case study provides examples of how Black adolescents in middle school leveraged CCW to deepen their mathematical skills and ultimately pursue science, technology, engineering, and/or mathematics (STEM) degrees at four-year institutions in the United States. The findings counteract the majoritarian narrative by revealing that Black students strategically utilized familial, navigational, and social capital to successfully persist in mathematics, demonstrating resilience and resourcefulness despite systemic barriers. Additionally, participants leveraged linguistic and resistance capital as tools for self-advocacy, challenging deficit narratives about their mathematical abilities. These results underscore the need for educational policies and practices that recognize and support the cultural wealth that Black students bring to academic spaces rather than reinforcing exclusionary structures. This study contributes to ongoing conversations about educational equity, offering insight into how Black students thrive in mathematics while navigating housing instability. By shifting attention toward the strengths and capabilities of Black students, educators and policymakers can create more inclusive and equitable learning environments that affirm and support Black students’ mathematical success.