Mathematics Identity in STEM Education: A Key to Empowering Future Innovators

How fostering a strong mathematical identity can unlock student potential in STEM fields

At Kente Academy, we believe in the transformative power of education. But we also know that it’s not just about teaching subjects–it’s about shaping who students believe they can become. In the ever-evolving world of STEM, it is often the smallest ideas that lead to the biggest breakthroughs. Student’s perception of themselves in relation to mathematics can significantly influence their future success. As educators and mentors, we know that innovation doesn’t always stem from the most obvious or traditional sources. Sometimes, the key to unlocking a student’s potential lies in something as fundamental as how they view themselves in relation to mathematics–a subject that serves as the fundamental for nearly every field in STEM. 

At Kente Academy, we believe in empowering students to see themselves as mathematicians, as innovators, and as problem-solvers. This belief is not just about teaching mathematical concepts; it is about nurturing a mathematical identity–a sense of who they are and what they are capable of achieving within the realm of mathematics and beyond.

The Power of Mathematics Identity

Mathematics identity is the belief that you are capable of doing mathematics. It is not just about understanding formulas or solving equations, but about cultivating the confidence and mindset that allows students to embrace challenges, persist through difficulties, and ultimately see themselves as active participants in the world of mathematics and, by extension, in the world of STEM.

This identity plays a critical role in whether students pursue further education in STEM fields, how they engage in doing mathematics, and how they rustle with challenges faced in their learning and educational life. Research shows that students who see themselves as capable mathematicians are more likely to stick with difficult topics, tackle complex problems, and persist through setbacks. In contrast, students who struggle with mathematics identity–who feel mathematics “isn’t for them”-are at a higher risk of disengaging from STEM altogether.

At Kente Academy, we recognize that building a positive mathematics identity is especially crucial for students  from historically marginalized groups. A lack of representation and support can often lead to feelings of isolation or inadequacy, creating a barrier to participation and success in STEM fields. By fostering a sense of belonging and competence in mathematics from the very beginning, we help all students–regardless of background–believe in their ability to succeed. 

What is Mathematics Identity?

Mathematics identity is a concept rooted in the work of scholars like George Herbert Mead and Erik Erikson. According to Mead (1934), identity is not a fixed state but something that evolves through interactions with others and the environment. For Mead, identity is multiple, contradictory, and always in flux. In contrast, Erickson (1968) saw identity as more unified and evolving over time, reaching a sense of coherence in adulthood. These ideas have been applied to mathematics education, where learner’s identities are shaped not just by their abilities but by how they perceive their role in mathematics.

This is where things get interesting. Darragh (2016) describes two key perspectives on identity: identity as an acquisition and identity as an action. The first view, drawing from Erikson, sees identity as something students acquire–a fixed sense of who they are as mathematicians. The second, from Mead, treats identity as an action–a continuous process of becoming, of doing mathematics and engaging with it. For many students, especially those from underrepresented groups, their mathematical identity can be fragmented or shaped by external perceptions of who “belongs” in mathematics. They may not see themselves as mathematicians, leading to disengagement and lower performance.

At Kente Academy, we don’t just teach mathematics. We work to help our students cultivate a positive mathematics identity–to embrace the process of learning and see themselves as capable problem-solvers, regardless of their starting point.

A Story of Transformation: Maziah’s Journey to Mathematics Identity 

Take Maziah, a high school student at Kente Academy. When Maziah first joined our remote learning program, she was hesitant. Math had always felt like a foreign language to her, something that belonged to other people—those with "natural talent." She didn’t see herself as a math person. This is a common experience for many students, particularly those who face systemic barriers in education.

But Maziah’s journey was not about simply learning algebraic equations or geometric theorems; it was about shifting her perspective on who she was and could be in mathematics. We worked with Maziah to help her build what scholars like Radovic et al. (2018) would call a positive mathematics learner identity. With personalized coaching, hands-on math applications, and a supportive community of peers and mentors, Maziah started to see mathematics not as something to be feared, but as a tool she could master and use to solve real-world problems.

At first, Maziah struggled with the idea that she could ever be a “math person.” But through a combination of hands-on projects that connected mathematics to fields like environmental science, technology, and even sociology, she began to see how math could be a powerful tool in addressing the world’s challenges. As she worked through the challenges, she realized that her persistence and curiosity—qualities that define good mathematicians—were more important than her initial self-doubt.

What was key in Maziah’s transformation was the process of seeing mathematics identity as an action, as Darragh (2016) suggests. Math was not something Maziah either had or didn’t have; it was something she did, something she engaged with and built over time. Each problem she solved, each project she completed, added another layer to her growing sense of herself as a "math person."

The Role of Mentorship in Shaping Mathematics Identity

Maziah’s story is not unique. It reflects the experiences of many students at Kente Academy who enter the world of STEM with self-doubt, unsure of their place in these fields. Research has shown that students’ mathematics identities are deeply influenced by mentorship. When students, especially those from underrepresented backgrounds, have access to supportive mentors who validate their efforts and offer guidance, they are far more likely to persist in STEM education (Lutovac & Kaasila, 2017).

At Kente Academy, we understand that mentorship is essential in helping students develop the confidence they need to embrace mathematics. Our mentors—many of whom are successful STEM professionals—don’t just teach math; they share their own journeys, including their struggles with mathematics, to show students that everyone has to work through challenges. Mentors help students like Maziah realize that being a mathematician isn’t about having a natural gift for numbers—it’s about being curious, asking “what if” questions, and being willing to keep going even when things get tough.

Mathematics Identity as a Bridge to STEM Success

As we continue to evolve our programs at Kente Academy, we’re driven by one key idea: mathematics identity is the key to unlocking future innovators in STEM. If students see themselves as capable mathematicians, they are far more likely to pursue STEM degrees and careers. Research shows that students with strong mathematics identities are more likely to stay in STEM fields, even when they face the inevitable challenges that come with advanced studies or professional work (Radovic et al., 2018).

The truth is, developing a strong mathematics identity doesn’t just help students pass their next test—it shapes how they will approach problems for the rest of their lives. Students who see themselves as capable, curious, and resourceful mathematicians are more likely to pursue careers where they can use math to address the world’s biggest challenges—whether it’s in data science, environmental engineering, or medicine.

At Kente Academy, we work hard to make sure that every student has the support they need to build this crucial identity. Through personalized coaching, mentorship, and hands-on STEM experiences, we are helping students see that mathematics is not just for “other people” but for them. We help them see themselves as part of the future of STEM.

The Road Ahead: Empowering All Students in STEM

As we look to the future, our goal at Kente Academy is clear: to ensure that every student—no matter their background—develops a strong, resilient mathematics identity. We know that by fostering this belief in their abilities, we are opening doors to a world of possibilities in STEM.

Every student has the potential to change the world. By cultivating the right mindset and confidence, we can ensure they not only succeed in mathematics but also become the innovators and leaders of tomorrow. Because at Kente Academy, we know that the small idea of believing in oneself as a mathematician can lead to a big impact in shaping the future of STEM.

Join us at Kente Academy, where we turn small ideas into big impacts, and where every student has the chance to unlock their full potential in STEM.