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ERIC Number: EJ1124964
Record Type: Journal
Publication Date: 2016-Dec
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2151-2612
EISSN: N/A
An Intersectional Analysis of Latin@ College Women's Counter-Stories in Mathematics
Leyva, Luis A.
Journal of Urban Mathematics Education, v9 n2 p81-121 Dec 2016
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A