Dr. Robert Q. Berry III
“Disrupting the deficit narratives about Black learners.”
What drives the work that you do, including your scholarship, as well as any other work you'd like to highlight?
My strength as a scholar comes from my passion for research that addresses equity issues in mathematics education. I realize that impacting equity issues requires understanding not only mathematics content and methodology but also the contexts, conditions, and cultural resources of children, families, and communities. I have devoted considerable time and thought to orienting my scholarship, teaching, and service to understanding the factors impacting the experiences of children in school mathematics, particularly minoritized children. As a Black man who taught mathematics in an urban setting, I advocated for children. As a learner of school mathematics, I experienced similar factors to those I research. The roles of researcher, learner, and teacher are complementary. I cannot discount the fact that my race, gender, social class, and political views affect the research in which I engage. Rather than minimize this influence, I use my multiple identities as an interactional quality in my scholarship. Equity issues in mathematics education are my central research focus with four key strands: a) understanding Black children's mathematics experiences; b) measuring standards-based mathematics teaching practices from an equity lens; c) unpacking equitable mathematics teaching and learning; and d) exploring interactions between technology and mathematics education.
What fuels your passion?
My research passion is fueled by disrupting the deficit master narratives about Black learners in school mathematics. My work counters the master narratives by depicting Black learners as doers of mathematics. I used to use the hashtag #blackkidsdomath in social media spaces to change the narratives about Black learners and mathematics. I am less present on social media these days.
What advice would you give your younger self?
I would advise my younger self by constantly reminding him that he belonged and to show up as his whole self.