Maisie Gholson’s research focuses on the participation and developmental trajectories of Black boys and girls in mathematics classrooms. She deals explicitly with issues of race and gender, along with the theoretical and methodological challenges that these complex constructs entail. As a former classroom teacher of mathematics, her interests include the functioning (e.g., enduring meanings, emergent meanings, performances) of race and gender at interactional levels, i.e., the phenomenon of doing mathematics while Black and being a boy or girl. She has additionally chosen to delve into how Black children construct their social worlds. That is, Gholson has decided to actively investigate that which is often dismissed as superfluous to mathematics—children’s social relationships and networks. A driving force in her research is to foreground children’s and adolescents’ humanity, i.e., to take seriously the constructed racialized and gendered backdrop of childhood and adolescence as a visceral context in the process of mathematics identity development. She is a National Academy of Education/Spencer Dissertation Fellow and a National Science Foundation Graduate Research Fellow in STEM Education. Gholson received her PhD in curriculum and instruction, as well as her MA in educational studies, from the University of Illinois at Chicago, and her BS in electrical engineering from Duke University.
Gholson, M. & Martin, D. B. (2014). "Smart girls, Black girls mean girls, and bullies: At the intersection of identities and the mediating role of young girls’ social network in mathematics communities of practice." Journal of Education. 194(1), 19-33.
Gholson, M. (2013). "The mathematical lives of Black children: A sociocultural-historical rendering of Black brilliance." In J. Leonard & D.B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 55-76). Charlotte, NC: Information Age Publishing, Inc.
Martin, D.B. and Gholson, M. (2011). "On becoming and being a critical Black scholar in mathematics education: The politics of race and identity." In O. Skovmose & B. Greer (Eds.), Opening the Cage. Rotterdam: Sense Publications.