Ivy League Bound: A Case Study of a Brilliant African American Male Mathematics Major

The educational outcomes of African American male students have been examined by several researchers, and there is a growing body of research reporting on African American male students’ academic talents and gifts. This qualitative case study examines the racial and academic experiences of Malik, an African American male mathematics major. His case is reported and analyzed across three developmental stages: 1) early childhood and adolescence, 2) secondary schooling years, and 3) college years. In this article, critical race theory (CRT) is used to document and analyze his experiences. Finally, implications for research and practice are shared to advance research in this area and promote the brilliance of African American male students.