The aim of this study was to investigate the correlation between culturally relevant Black American-sounding names and potential racial microaggressions within problem-solving scenarios in mathematics. Often, marginalized groups are unfairly characterized in society, leading to biased perceptions. Initially, I hypothesized that there would be no association between culturally relevant Black American-sounding names and the presence of microaggressions in math textbooks. Random selection was used to choose publishers for the study, and the population units (s-PU) and sample units (s-SU) were drawn from three finalists. Employing quantitative methods, I analyzed the data using the Chi-square Test of Independence and Cramer's V statistical package to explore this potential relationship. Upon analyzing the data, I rejected the null hypothesis based on the statistical results of the Chi-square test: X[superscript 2]= 112.625, df= 16, p < 0.001, and accepted the alternative hypothesis, which stated that there is a significant relationship between culturally relevant Black American-sounding names and potential microaggressions within math word problem-solving scenarios. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]