Counting Who Counts: Black Women Mathematicians in the United States
Abstract
For Black women in the mathematical sciences, histories have frequently been fragmented or omitted from official records, an absence that itself constitutes a form of exclusion. This project addresses this critical gap by constructing a curated dataset of 147 Black women who have earned doctoral degrees in mathematics and related mathematical sciences in the United States. By integrating archival research, institutional records, digital databases, and community knowledge, we establish a reproducible methodology for identifying, verifying, and documenting Black women mathematicians. We situate this dataset within a broader history of efforts to document Black mathematicians and describe how prior archival and community based initiatives informed its development. We then demonstrate the utility of the dataset through exploratory analyses of doctoral production, institutional pathways, undergraduate preparation, mentorship networks, and research areas. This revealed patterns including large concentrations of doctoral production among a small number of institutions and advisors. Additionally, our analysis highlights the vital role of Historically Black Colleges and Universities (HBCUs) in preparing Black women who have earned doctoral degrees in the mathematical sciences. By transforming historical documentation into structured research infrastructure, this work provides a foundation for future investigations of mathematical communities using historical as well as mathematical, statistical, and computational methods. More broadly, the framework developed here offers a model for constructing datasets that support the study of underrepresented communities within the mathematical sciences.
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BibTeX
@misc{adeyemi2026counting,
title = {{Counting Who Counts: Black Women Mathematicians in the United States}},
author = {Olayemi Adeyemi and Ron Buckmire and Ranthony A. Clark and Shanzhen Gao and Jakini Kauba and Lakeshia Legette-Jones and Apoorva Mate and Omayra Ortega and José Pabón and Robin T. Wilson},
howpublished = {arXiv},
year = {2026},
month = oct,
doi = {10.48550/arxiv.2610.27395},
eprint = {2610.27395},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2610.27395},
note = {CC BY 4.0},
}
RIS
TY - UNPB
TI - Counting Who Counts: Black Women Mathematicians in the United States
AU - Olayemi Adeyemi
AU - Ron Buckmire
AU - Ranthony A. Clark
AU - Shanzhen Gao
AU - Jakini Kauba
AU - Lakeshia Legette-Jones
AU - Apoorva Mate
AU - Omayra Ortega
AU - José Pabón
AU - Robin T. Wilson
PY - 2026
DA - 2026/10/19
PB - arXiv
DO - 10.48550/arxiv.2610.27395
UR - https://arxiv.org/abs/2610.27395
AB - For Black women in the mathematical sciences, histories have frequently been fragmented or omitted from official records, an absence that itself constitutes a form of exclusion. This project addresses this critical gap by constructing a curated dataset of 147 Black women who have earned doctoral degrees in mathematics and related mathematical sciences in the United States. By integrating archival research, institutional records, digital databases, and community knowledge, we establish a reproducible methodology for identifying, verifying, and documenting Black women mathematicians. We situate this dataset within a broader history of efforts to document Black mathematicians and describe how prior archival and community based initiatives informed its development. We then demonstrate the utility of the dataset through exploratory analyses of doctoral production, institutional pathways, undergraduate preparation, mentorship networks, and research areas. This revealed patterns including large concentrations of doctoral production among a small number of institutions and advisors. Additionally, our analysis highlights the vital role of Historically Black Colleges and Universities (HBCUs) in preparing Black women who have earned doctoral degrees in the mathematical sciences. By transforming historical documentation into structured research infrastructure, this work provides a foundation for future investigations of mathematical communities using historical as well as mathematical, statistical, and computational methods. More broadly, the framework developed here offers a model for constructing datasets that support the study of underrepresented communities within the mathematical sciences.
ER -