Belonging-centered academic environments have been positively associated with increased academic achievement, engagement, and persistence. Yet, belonging is a context-driven construct, indicating that there may be differences in what an individual construes as a belonging-supportive versus belonging-thwarting environment. Therefore, when considering what a belonging-supportive math classroom looks like for Black girls in middle school, it is important to create space for them to share how their perceptions and conceptualizations have been shaped by their learning context and personal experiences. Rooted in an Axiom of Black Brilliance and drawing on frameworks such as belonging, race-reimaging, intersectionality, and PVEST, this phenomenological study explores the lived experiences of ten 7th-grade Black girls as they share their conceptualizations and identified sources of belonging within the math classroom. Drawing from multiple data sources, including math autobiographies, semi-structured interviews, and classroom observations, the 7th-grade Black girls in this study added dimension to how belonging is understood by highlighting the construct's dynamic nature. Through a layered conceptualization, the participants named competence, teachers, peers, and academic support as sources of belonging within the math classroom. Yet, the identified role of the participants’ ethnic-racial identity varied among the participants. This study takes a race-reimagined view of belonging and highlights where Black girls' views of belonging differ from the literature. Additionally, this study explores how the participants’ experiences can lead educators to support their sense of belonging within the math classroom more effectively.
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