ERIC Number: EJ719161
Record Type: Journal
Publication Date: 2006-Jan
Reference Count: 34
Invisible and Special: Young Women's Experiences as Undergraduate Mathematics Students
Rodd, Melissa; Bartholomew, Hannah
Gender and Education, v18 n1 p35-50 Jan 2006
This paper reports on young women students participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both "invisible" in the dominant university mathematics community and yet "special" in their self -conception. It draws on data collected from a three-year longitudinal project investigating students experiences of undergraduate mathematics at two comparable traditional universities in England. Specifically, students' narratives are interpreted as providing insights into their defensive investments in their particular ways of participating. An interpretive feminist perspective is used to claim that these young women are involved in the ongoing redefining of the gendering of participation in mathematics, and conveys how they manage to choose mathematics, and achieve in university mathematics, whilst in many respects adhering to everyday views of femininity.
Descriptors: Foreign Countries, Sexual Identity, Females, Mathematics Education, College Mathematics, Undergraduate Students, Gender Issues, Coping, Mathematics Achievement
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)