拉丁@大学女性数学反故事的交叉分析

Q4 Social Sciences

Journal of Urban Mathematics Education Pub Date : 2016-12-29 DOI:10.21423/jume-v9i2a295

Luis A. Leyva

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引用次数: 55

摘要

在这篇文章中，作者讨论了两名拉丁裔大学女性在一所以白人为主的大型大学攻读数学密集型STEM(科学、技术、工程和数学)专业的数学经历的交叉性。作者运用交叉性和后结构理论来探讨和理解他们的经历与数学能力话语和STEM高等教育追求的关系。对两个拉丁@大学女生的反故事进行了跨案例分析，详细介绍了她们在数学经历中遇到的制度和人际关系中，以成功为导向的信念和策略的发展。本文提出了对P- 16数学和STEM教育的启示，以扩大拉丁裔妇女和其他边缘化群体在性别和其他社会身份交叉点构建积极数学身份的公平学习机会

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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

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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来源期刊

Journal of Urban Mathematics Education Social Sciences-Education

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

23 weeks