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

Autor/in	Leyva, Luis A.
Titel	An Intersectional Analysis of Latin@ College Women's Counter-Stories in Mathematics
Quelle	In: Journal of Urban Mathematics Education, 9 (2016) 2, S.81-121 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-2612
Schlagwörter	Females; Undergraduate Students; College Mathematics; STEM Education; Higher Education; Mathematics Instruction; Case Studies; Mathematics Achievement; Critical Theory; Race; Hispanic American Students; Majors (Students); Personal Narratives; Story Telling; Institutional Characteristics; Whites; Autobiographies; Focus Groups; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kritische Theorie; Rasse; Abstammung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Erlebniserzählung; White; Weißer; Autobiography; Autobiografie; Autobiographie
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. (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: jumeinfo@gsu.edu; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01