Two St. Mary’s Academy seniors solve a 2,000-year-old challenge with a unique proof of the Pythagorean Theorem, showcasing exceptional talent and breaking barriers

In a remarkable display of intellectual prowess, two high school students from St. Mary’s Academy in New Orleans have achieved what was once thought impossible. Calcea Johnson and Ne’Kiya Jackson, both seniors at the academy, have developed a new proof for the Pythagorean Theorem, using trigonometry to solve a puzzle that has confounded mathematicians for centuries.

The journey began when their math teacher, Michelle Blouin Williams, introduced a school-wide math contest with a particularly daunting bonus question: devise a new proof for the Pythagorean Theorem using trigonometry. The historical context made this challenge even more formidable, as such a proof has been elusive for nearly 2,000 years.

Undeterred, Johnson and Jackson embraced the challenge. Their determination and hard work paid off when they not only solved the problem but did so in a way that caught the attention of the mathematical community worldwide. After presenting their proof at a mathematics conference in Atlanta, the accolades began to pour in, including commendations from local government officials and a shoutout from former First Lady Michelle Obama.

The success of these young mathematicians is not just a personal triumph but also a significant achievement for St. Mary’s Academy, which has a history of nurturing exceptional talent among African American females. This achievement is particularly poignant given the negative reactions and racist backlash the students faced following their recognition. Despite this, the school community has rallied around Johnson and Jackson, celebrating their success as a testament to the academy’s commitment to excellence and resilience.

Analysis:

Politically, the students’ success story highlights ongoing issues in the educational and social systems regarding race and gender. Their journey underscores the systemic barriers that still exist for people of colour, particularly women, in the fields of science, technology, engineering, and mathematics (STEM).

Socially, the reaction to their achievement reflects a broader cultural context where accomplishments by underrepresented groups are often met with scepticism or outright hostility. This societal response illuminates the persistent underestimation of intellectual capabilities based on racial and gender stereotypes.

Psychologically, the students’ perseverance in the face of adversity demonstrates the importance of resilience and self-efficacy in achieving significant goals. Their story is an inspiration to other young women and students of colour, providing a powerful example of overcoming challenges and succeeding against the odds.

Sociologically, this event is a reminder of the role educational institutions like St. Mary’s Academy play in levelling the playing field for marginalized communities. By fostering an environment that believes in the potential of every student, St. Mary’s not only contributes to individual successes but also to broader social change.

As Johnson and Jackson continue their academic careers, now at the college level, they carry with them not just the knowledge they have gained but also the profound impact of their work. Their story is not just one of mathematical achievement but also of breaking down barriers and paving the way for future generations