Ebony O. McGee is a doctoral candidate in Mathematics Education at the University of Illinois at Chicago. Her dissertation Race, Identity, and Resilience: Black College Students Negotiating Success in Mathematics and Engineering investigates resiliency in high-achieving African American mathematics and engineering college students. Past support for this study included: the African American Success Foundation, The Jackie Robinson Foundation Extra Innings Fellowship Program, the University of Illinois at Chicago’s Abraham Lincoln Fellowship Program, the Spencer Foundation, ASHE/Lumina Foundation, and Diversifying Faculty in Illinois Fellowships. As a former electrical engineer and current mathematics and African American studies lecturer, Ebony is concerned with mathematics learning and participation among African Americans. Upon completion of her doctorate this winter, Ebony plans to pursue a postdoctoral appointment at the University of Chicago to further research the resiliency construct for high-achieving African American college students.

In 2003, Ebony started a not-for profit organization called The Relationship G.A.P. (Growing As People). The Relationship GAP provides a "safe space" where males and females of color can dialect and connect through words. The primary goal of the RGAP is to provide a safe place to voice of issues of concern and controversy -- helping to forge bridges of communication that constitute the human fabric of healthy communities. Additionally, Ebony currently serves on the board of Athletes Committed to Education, a not-for-profit organization that offers unique outreach that blends educational initiatives and athletic programs to improve the lives of inner-city youth.

Ebony’s research in mathematics education will appear in an upcoming book publication, co-authored with her dissertation advisor, Dr. Danny Martin, entitled Mathematics literacy for liberation: Knowledge construction in African American context. This chapter is to appear in B. Greer, S. Mukhophadhay, S. Nelson-Barber, & A. Powell (Eds.), Culturally responsive mathematics education in early 2009.