(In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os

Authors

  • Maura Varley Gutierrez
  • Craig Willey
  • Lena Licon Khisty

DOI:

https://doi.org/10.21423/jume-v4i2a112

Keywords:

Latino students, critical race theory, language

Abstract

In this article, the authors present the mathematics counterstories of a marginalized, non-dominant group of students: urban Latinas/os. The presentation rests on a key tenet of critical race theory: that the experiential knowledge of non-dominant people is legitimate and critical for understanding and remedying the factors and processes that subordinate groups, in this case, urban Latinas/os in mathematics. The authors use data from research on afterschool mathematics projects to provide Latina/o students’ perspectives, or counterstories, on their experiences with learning mathematics. Throughout their counterstorytelling, themes are uncovered that relate to Latina/o students’ perspectives on their mathematics learning experiences and ways in which they sometimes resist these experiences. These counterstories, in turn, offer insights that shift assumptions about marginalized students and mathematics instruction.

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Published

2011-12-15

Issue

Section

RESEARCH ARTICLES