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ERIC Number: EJ1085785
Record Type: Journal
Publication Date: 2014-Jul
Pages: 36
Abstractor: As Provided
ISSN: EISSN-2151-2612
Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop
Oppland-Cordell, Sarah B.
Journal of Urban Mathematics Education, v7 n1 p19-54 Jul 2014
In this article, the author presents a qualitative multiple case study that explored how two urban Latina/o undergraduate students' emerging mathematical and racial identity constructions influenced their participation in a culturally diverse, Emerging Scholars Program, Calculus I workshop at a predominately White urban university. Drawing on critical race theory and Latina/o critical theory, cross-case analysis illustrates that participants' emerging mathematical and racial identities--co-constructed with their other salient identities--contributed to positively shifting their participation by: (a) changing their perceptions of their and peers' mathematics abilities, (b) allowing them to challenge racialized mathematical experiences, and (c) strengthening their comfort levels in the workshop environment. The Latina/o participants' counter-stories support that the sociopolitical nature of identity development and participation in mathematical learning contexts should be embraced because it provides additional knowledge regarding how and why Latina/o students attain mathematical success.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A