The study focuses on the forms wherein student racial identities nurture and shape teacher expectations and influence the teaching practices of algebra. Using a comparative method and an interpretative approach, racial ideologies and teaching practices of three different mathematics teachers in three different social, cultural and racial contexts in Cali, Colombia were studied. The findings highlight the prevalence of cultural and class deficit views about black students that position them as incapable of learning mathematics. These racial ideologies translate into poor teaching practices and interactions that could explain their low mathematics performance. Implications for research and teacher education are suggested.and forces them to stake resources to distinguish or being consistent the private and the public.