Finding a voice? Narrating the female self in mathematics
By Y. Solomon. 2012
73 citations recorded by the source corpus.
If mathematics is a male domain, where does this leave women who do mathematics? In a world where there is little or no discursive space in which to be female, women who enter in must do identity work in order to achieve what is often an uneasy presence. This paper builds on recent research which suggests that some undergraduate women are however finding new spaces for belonging in the world of mathematics through critical reflection and collective challenge to dominant discourses. Focussing on an analysis of two women’s narratives of their success in mathematics, it explores their multi-voiced accounts of self through the lens of Bakhtin’s dialogism. It discusses the scope of reflexivity in creating new identity spaces in refigured worlds.
Subfields: Education, Philosophy
View Paper: https://www.semanticscholar.org/paper/8caaf0a527dfd4540f0d48620048cf51c2828aea
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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): “Furthermore, the gender-based participation studies that I review here explored the masculinization of mathematics through narrative and situated accounts of students’ experiences with the subject (Barnes, 2000; Mendick, 2003, 2005a, 2005b, 2006; Shapka & Keating, 2003; Solomon, 2012; Vale & Leder, ”
- Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “Mathematics continues to be represented as the domain of high-achieving white and Asian males, stereotypes that female, AfricanAmerican, learners must negotiate and actively resist in order to construct identities as successful mathematicians (e.g. Martin, 2006; Solomon 2012; Stinson, 2013).”