Invisible and special: young women’s experiences as undergraduate mathematics students

By M. Rodd, Hannah Bartholomew. 2006

69 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6539cf67667dbbee7e289695e55964bbca2cafac

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Citations in the corpus

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “Despite this finding, other research clearly suggests that it is possible for girls to work out relatively comfortable ways to participate and learn in mathematics classes—from kindergarten through graduate school (Rodd & Bartholomew, 2006).”
“What's to keep you from dropping out?” Student Immigration into and within Engineering (2008, background): “In recognition of its power to uplift the unheard, examine meanings of behaviors, and illuminate the detailed texture of experiences, the use of qualitative methodology is being embraced by engineering educators and social scientists in the analysis of the gendering of engineering and its sub-discip”
Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students (2011, background): “…good at mathematics through intentional invisibility and quiet control – ‘a learning persona does not have to be an imitation of the masculine model’ (Rodd and Bartholomew 2006, 49) – Rodd and Bartholomew note that even highly successful women undergraduates found it difficult to identify as…”
Finding a voice? Narrating the female self in mathematics (2012, background): “Similarly, Rodd and Bartholomew (2006) argue that the lack of a discursive space for women who do mathematics creates problems for those who choose it at degree level: since the available identities and cultural norms are masculine, young women can only position themselves as good at mathematics by…”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “Furthermore, findings from this study echo resounding calls for mathematics teaching responsive to gender, racial, and other forms of diversity at the undergraduate level (Jett, 2013; Rodd & Bartholomew, 2006; Stinson, 2016).”