Ph.D. in Mathematics Education, Georgia State University, 2009
M.S. in Mathematical Sciences, Tennessee State University, 2005
B.S. in Mathematics, Tennessee State University, 2003
Mathematical persistence and success among Black male students
Critical race theory
Black masculinity theory
Culturally relevant pedagogy
Christopher C. Jett is an associate professor of mathematics education in the Department of Middle and Secondary Education. His research examines Black male students’ mathematical and racialized experiences drawing upon race-based and culturally relevant frameworks. His work has been funded by the National Science Foundation, New Venture Fund and the U.S. Department of Education.
Jett’s awards include an NSF CAREER award, the 2019 Association of Mathematics Teacher Educators (AMTE) Early Career Award and a 2019 Presidential Early Career Award for Scientists and Engineers (PECASE). His scholarship has been published in the Journal for Research in Mathematics Education, Investigations in Mathematics Learning and the Journal of Higher Education. He is the author of Black Male Success in Higher Education: How the Mathematical Brotherhood Empowers a Collegiate Community to Thrive (Teachers College Press, 2022) and the co-editor of Critical Race Theory in Mathematics Education (Routledge, 2019).
Jett, C. C. (2022). Black male success in higher education: How the mathematical brotherhood empowers a collegiate community to thrive. Teachers College Press.
Jett, C. C. (2022). “Third floor respect”: A Black masculinist examination of Morehouse College’s mathematics learning community. The Journal of Higher Education, 93(2), 248–272 .
Jett, C. C. (2021). The qualms and quarrels with online undergraduate mathematics: The experiences of African American male STEM majors. Investigations in Mathematics Learning, 13(1), 18–28.
Davis, J., & Jett, C. C. (Eds.). (2019). Critical race theory in mathematics education. Routledge.
Jett, C. C. (2019). Mathematical persistence among four African American male graduate students: A critical race analysis of their experiences. Journal for Research in Mathematics Education, 50(3), 311–340.