This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using poststructural theory, the concepts discourse, person!identity, and power/agency are redefined or rein-scribed. The article also shows that using a poststructural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust math-ematics identities of African American male students is possible--an analysis that refutes simple explanations of effort. T

%B Journal for Research in Mathematics Education %V 44 %P 69-99 %8 2013 %@ 00218251 %G eng %R 10.5951/jresematheduc.44.1.0069