The Mathematically Able as a Marked Category

By Suzanne K. Damarin. 2000

72 citations recorded by the source corpus.

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Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “Either race or gender, for example, has traditionally been adopted as the unit of analysis in extant research to understand social forms of marginalization among African Americans, Latin@s,7 and women in mathematics (Berry, 2008; Boaler, 1997, 2002b; Damarin, 2000; Fennema et al., 1998; Martin, 2000”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…or race for its lens of analysis in understanding experiences of marginalization among women and students of color in mathematics (see, e.g., Berry, 2008; Boaler, 2002; Damarin, 2000; Fenne-ma, Carpenter, Jacobs, Franke, & Levi, 1998; Martin, 2000; Mendick, 2006; Stin-son, 2008; Terry, 2011).”
Constructions of mathematicians in popular culture and learners’ narratives: a study of mathematical and non‐mathematical subjectivities (2010, background): “With Damarin ( 2000 ), we thus argue that the ‘mathematically able’ acts as a ‘marked category’ in popular cultural discourses of mathematicians, with these being ‘othered’ because of their mathematical abilities.”
Mathematical stories: why do more boys than girls choose to study mathematics at AS‐level in England? (2005, background): “Damarin (2000) follows this route when she suggests setting up support groups similar to Alcoholics Anonymous for budding female mathematicians.”