Mathematics education, anti-Black racism, and affirmative action in Brazilian higher education

Abstract

This study discusses the implications of anti-Black racism on the retention of Black students accessing Science, Technology, Engineering, and Mathematics (STEM) programmes in Brazilian universities via the support provided through affirmative action. It also highlights the potential for mathematics education to play a critical role in affirmative action, which is essential for retaining Black students in these programmes. The current study adopted a qualitative research approach, focusing on two public federal Brazilian universities with tradition of offering STEM programmes. It was conducted semi-structured interviews with 11 Black affirmative-action students to obtain data which was analysed using categorical content analysis. This study underscores the need for a comprehensive research agenda that explores race and racism in mathematics education, particularly with respect to structures that have historically marginalised Black students in STEM programmes. The findings reveal that microexclusion practices affect the trajectory of Black affirmative-action students in Brazilian STEM programmes, despite the presence of an important macroinclusion political programme that manifests through affirmative-action policies. Moreover, this study highlights the potential of engaging mathematics education in affirmative action policies to promote the retention of Black students in STEM programmes.