Access to Mathematics: “A Possessive Investment in Whiteness”1

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Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics (2017, background): “Despite prevailing views about mathematics as a “race-neutral” and “culture-free” domain, a growing body of research has shown mathematics education to be a highly racialized domain (Battey, 2013; Chazan, Brantlinger, Clark, & Edwards, 2013; Faulkner, Stiff, Marshall, Nietfeld, & Crossland, 2014; Ma”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “Whiteness is a social construct that intersects with gender and other identities and in turn shapes different mathematics experiences among White individuals, including those in the achievement and participation studies (Battey, 2013; Battey & Leyva, 2016; Sue, 2004).”