This dissertation investigates math anxiety among African American third-grade boys, a population often overlooked in existing research. Despite growing recognition of the emotional barriers that shape mathematics achievement, few studies explore how young Black boys experience and cope with math anxiety. This study sought to understand their perceptions of mathematics, the ways anxiety manifests in math classroom contexts, and the coping strategies they employ to navigate these challenges. A qualitative, multiple case study design was employed, using interpretative phenomenological analysis (IPA) to center student voice and lived experiences. Five African American third-grade boys participated. Data sources included classroom observations, student interviews, and a teacher questionnaire. The study was grounded in a blended theoretical framework of reciprocal theory and black critical theory (BlackCrit), which together highlighted the importance of relational exchanges and the role of race, identity, and systemic structures in shaping experiences. Findings revealed recurring themes of mixed emotions rooted in uncertainty and identity, supportive relationships shaping math perceptions, disengagement as avoidance in response to math struggle, and help-seeking and peer collaboration as coping mechanisms. While math often evoked nervousness or frustration, students emphasized the importance of support from teachers, peers, and family. Coping strategies ranged from avoidance behaviors to adaptive responses such as seeking help and collaborative problem solving. This study contributes to the literature on equity and mathematics education by illuminating the voices of young Black boys and underscores the need for culturally responsive interventions that affirm identity, reduce anxiety, and build resilience.
