An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics

Authors

  • Luis A. Leyva Vanderbilt University

DOI:

https://doi.org/10.21423/jume-v9i2a295

Keywords:

gender, higher education, intersectionality, Latin@ women, mathematics identity, undergraduate mathematics

Abstract

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

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Author Biography

Luis A. Leyva, Vanderbilt University

Assistant Professor in the Department of Teaching and Learning at Vanderbilt University, Peabody College of Education and Human Development, PMB 230, GPC, 230 Appleton Place, Nashville, TN, 37212

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Published

2016-12-29

Issue

Section

RESEARCH ARTICLES