By Megan Sayles
AFRO Business Writer
msayles@afro.com
After two decades in the education system as a math teacher, principal and administrator, Atiyah Harmon noticed a problem: young Black girls in middle school were increasingly disinterested in mathematics.
Their lack of interest wasn’t due to challenges in grasping the subject but because it wasn’t perceived as “cool.”
Atiyah Harmon is the founder of Black Girls Love Math. The organization is on a mission to eliminate racial and gender bias in mathematics. (Photo courtesy of Atiyah Harmon)
“It wasn’t that they didn’t have the skills, it was just that it wasn’t cool to be a math person anymore,” said Harmon. “I was very frustrated about this because I saw the lack of growth in the field.”
Harmon decided she wanted to stop this cycle. In 2020, she created Black Girls Love Math (BGLM), an organization based in Philadelphia that seeks to eradicate racial and gender inequality in mathematics. It partners with schools to provide curriculum, exposes girls to women in science, technology, engineering and mathematics (STEM) careers and holds competitions that challenge girls to solve social justice issues impacting their communities with math knowledge.
According to a report from the American Association of University Women, many girls lose confidence in math by the time they reach the third grade. Teachers, who primarily are women, also tend to have math anxiety that they pass onto girls and grade girls harder than boys for the same work.
“Educators are the major component of what can make or break a kid’s education,” said Harmon. “How educators feel about math and the way girls can succeed is something that you have to challenge at times.”
Most recently, BGLM began providing culturally-responsive teacher development to ensure educators can affirm students’ identities and skills.
Kezia Ellis’ nine-year-old daughter, Chelsea (left), is a participant in Black Girls Love Math. Since enrolling in the organization’s programming, the fourth-grader has experienced a significant confidence boost when it comes to math. (Photo courtesy of Kezia Ellis)
Special education teacher Kezia Ellis enrolled her nine-year-old daughter, Chelsea, in the organization’s programming last January. She learned about the organization from a friend. After attending an open house, Chelsea asked Ellis if she would sign her up.
“I just noticed from the pictures they showed us, there was a lot of smiling,” said Chelsea. “I could tell they had a lot of fun, and there was joy in their faces. I knew that this would be something I would enjoy.”
Chelsea has never really enjoyed math, but she has always had a natural talent for it.
Recently, she took the New York state math test and earned a near perfect score.
Chelsea praised her BGLM instructors, saying they are funny and kind. She said her friends in the program have become her “math sisters.” One of her favorite parts about BGLM has been reading the organization’s affirmational creed at the start and end of each session.
She offered a piece of advice to other girls who are interested in joining BGLM.
“Be yourself. Be the real you. You don’t have to act a different way in front of them,” said Chelsea. “When you’re around them, it’s like they’re family to you— but like a math family.”
Ellis thinks BGLM has played a significant role in Chelsea’s confidence in math— something the educator believes is crucial.
“A lot of our young people approach math with such anxiety because they’ve experienced a challenge with math and created the narrative that they’re not good at it. We need math in our everyday lives. It’s all around us,” said Ellis. “I’m all about breaking the stereotype that only men are good at math and other races are more proficient in math than Black people.”
