Intimidated and Empowered by STEM: Gender and the Reorganization of Mathematics and Science Learning in an Urban School

• In Event: Roundtable Session 3
  In Roundtable Session: Supporting Culturally Relevant Practices in STEM

Abstract

A significant literature base exists documenting the links between
teacher’s ideologies and their influence on teaching practices. However, little attention has been given to the relationship between teacher’s language and gender ideologies. These ideologies become crucial to understand in the context of mathematics and science classrooms for English Learners. This paper sets out to examine how three teachers, as part of PROJECT, language and gender ideologies mediate teachers' practice. Qualitative analysis reveal: (1) Teachers' shifts in perceptions of the use of language in teaching practices; (2) Mathematics and scientific discourse as embedded in student interactions; and (3) The appropriation of gender ideologies as connected to a mathematics and science identity. Implications for teacher education programs/models are addressed.

Authors

• Zayoni Nidia Torres, University of Illinois at Chicago

• Joseph C. Rumenapp, Judson University

• Aria Razfar, University of Illinois at Chicago