https://doi.org/10.1177/0042085920934859 Urban Education 1–28 © The Author(s) 2020 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0042085920934859 journals.sagepub.com/home/uex Article Developing a Tool to Capture Productive and Unproductive Mindsets About Teaching Mathematics to African American Students: An Initial Review Carmen G. Thomas-Browne 1 , Melissa D. Boston 2 , and Carol S. Parke 2 Abstract In this article, we describe the development of a survey intended to assess teachers’ perceptions on teaching mathematics to African American students. Research on productive and unproductive mindsets that affect teachers’ ways of being in the classroom guided the design of the survey. We share results from three-survey administrations with two cohorts of teachers participating in a professional learning initiative designed to address historic and systemic inequities in the experiences and opportunities of African American students in mathematics classrooms, schools, and society 1 University of Pittsburgh, PA, USA 2 Duquesne University, Pittsburgh, PA, USA Corresponding Authors: Carmen G. Thomas-Browne, School of Education, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260, USA. Email: cgt9@pitt.edu Melissa D. Boston, Department of Instruction and Leadership in Education, Duquesne University, 101D Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA 15282, USA. Email: bostonm@duq.edu 934859UEX XX X 10.1177/0042085920934859Urban EducationThomas-Browne et al. research-article 2020