Building upon research utilizing Martin’s Mathematical Socialization and Identity Framework, we examine factors related to community and family involvement to advance the current discourse that informs policies. Data from the High School Longitudinal Study (HSLS:09) public-use file provided a sample of 1,029 Black girls for our analyses. We developed a theoretically-sound inclusive measure, as defined by Black girls, titled the Community and Family Involvement Predictive Scale for Mathematics Outcomes utilizing Nonlinear Principal Components Analysis with a Categorical Principal Components Analysis program. Results are an intersectional measure that considers family, peers, and teachers. Implications for policy include a need for federal, state, and district policymakers to consider a wider variety of contexts, specifically for Black girls, in which community and family partnerships are empowered and prioritized in policies focused on parental involvement.

在利用马丁的数学社会化和认同框架进行研究的基础上，我们研究了与社区和家庭参与有关的因素，以推动当前为政策提供参考的论述。高中纵向研究（HSLS：09）公共使用文件中的数据提供了1,029个黑人女孩的样本用于我们的分析。我们开发了一个由黑人女孩定义的理论上合理的包容性度量，名为“使用非线性主成分分析和分类主成分分析程序的数学结果的社区和家庭参与预测量表”。结果是考虑家庭，同伴和老师的交叉度量。政策含义包括联邦，州和地区决策者需要考虑更广泛的背景，尤其是针对黑人女孩的情况，