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American Education Research Association Scholars of Color Contribution

Charles A. Dana Center Convening at U of Texas Austin

Charles A. Dana Center Mathematics Pathways

Out of the Classroom and Into the City: The Use of Field Trips as an Experiential Learning Tool in Teacher Education

Black women’s and girls’ persistence in the P–20 mathematics pipeline: Two decades of children, youth, and adult education research

A Review of Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms

The sistah network: Enhancing the educational and social experiences of Black women in the academy

Normalizing Black Girls' Humanity in Mathematics Classrooms

Nicole M. Joseph is an associate professor with tenure of mathematics education in the Department of Teaching and Learning at Vanderbilt University. She is also an associate dean in the Peabody Office of Student Life. She directs the Joseph Mathematics Education Research Lab (JMEL), an intergenerational lab that focuses on training and mentoring its members on Black Feminist and intersectional epistemological orientations. Using critical perspectives, JMEL produces theoretical and methodological scholarship that challenges hegemonic notions of objectivity to emphasize more humanizing, empowering, and transformative research. Dr. Joseph’s research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) gendered anti-blackness, whiteness, white supremacy and how these systems of oppression shape Black girls’ learning, access, underrepresentation, and retention in mathematics across the pipeline. Her scholarship is published in top-tiered journals such as Educational Researcher, Review of Educational Research, Teachers College Record, Harvard Education Review, and the Journal of Negro Education. Her latest book with Harvard Education Press is called Making Black Girls Count in Math Education: A Black Feminist Vision of Transformative Teaching. She is also the founder and director of Black Girls Becoming Summer Research Institute, a two-week residential program at Vanderbilt for rising 7th and 8th grade Black girls focused on a holistic STEAM curriculum.  Her most recent funded project includes co-designing and validating a measure of mathematics identity that includes intersectionality-barriers and intersectionality-assets. Dr. Joseph designed this measure with adolescent Black girls ages 8-13 and has worked to collaborate with districts to support the mathematics achievement and identity of all Black girls.

Identity Development

White Supremacy

Gifted Education

Gender in Education

K-12 Education

Stem Careers

Black Women and Girls in STEM

Black Women and Girls in Mathematics

Mathematics

Black Girls and Schooling

Racism

Gifted Learners

Institutional Racism

Faculty Page

Vanderbilt University News Profile

Google Scholar Page

Encouraging Black Girls to Bring a Bold Voice to Mathematics

Girls’ superb verbal skills may contribute to the gender gap in math

How Black Girls Benefit When Math has Social Interaction and Ways to Learn Together

5 Ways Society Sabotages Girls' Interest In Science And Math

Keeping Girls in STEM: 3 Barriers, 3 Solutions

15 Black Women Who Are Paving The Way In STEM And Breaking Barriers

The Sistah Network Support Group at the University of Denver

Associate Professor, Mathematics Education, Department of Teaching and Learning

Peabody College professor Nicole Joseph talks about her path to what she's doing today, and her excitement about joining Peabody College.

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Faculty Profile: Nicole Joseph

Media Inquiry