An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics
By Luis A. Leyva. Journal of Urban Mathematics Education, 2016
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In this article, the author discusses the intersectionality of mathematics experiences for two Latin@ college women pursuing mathematics-intensive STEM (science, technology, engineering, and mathematics) majors at a large, predominantly White university. The author employs intersectionality and poststructural theories to explore and make meaning of their experiences in relation to discourses of mathematics ability and pursuits of STEM higher education. A cross-case analysis of two Latin@ college women's counter-stories details the development of success-oriented beliefs and strategies in navigating the discourses that they encountered institutionally and interpersonally in their mathematics experiences. Implications are raised for P--16 mathematics and STEM education to broaden equitable learning opportunities for Latin@ women and other marginalized groups' construction of positive mathematics identities at intersections of gender and other social identities
Subfields: Education, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/889c377ac31c9007dfc1ade51cf3521bdbcfe3a7
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Citations in the corpus
- Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “This provides a three-tiered analytical framework for future research to examine relationships between achievement data and qualitative insights on mathematics experiences at different intersections of identity (Leyva, 2016).”