Failure is the most commonly assumed outcome for Black American students studying math, which does not leave much room for understanding how Black American students do succeed in mathematics. Despite this assumption, many Black American students are resilient and able to have positive academic math outcomes. Studies suggest that mathematics literacy in Black American students is linked to identity construction at the intersection of their racial identity and math identity. Using Spencer’s PVEST model as a theoretical framework, the current study examines the need for an inclusive framework that observes and accounts for the many factors that influence students’ educational math outcomes. The current study observes academic coping skills as predictors for math computation outcomes. A group of 146 predominantly Black American students were recruited from an HBCU and completed an in-person computerized easy and hard math task with a word task as the control. The math task measured reaction time and accuracy. Participants also completed a survey with subscales from Patterns of Adaptive Learning Scales, Abbreviated Math Anxiety Scale, Beck Anxiety Inventory, Barratt Impulsiveness Scale-11, and subscales from the Metacognitive Awareness Inventory. Results revealed that none of the predicted coping strategies were able to predict the outcome on the math task. Data exploration was performed and found that comprehension was able to significantly predict impulsivity and academic efficacy, and planning was able to significantly predict impulsivity and academic efficacy.
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