Narratives of Gender and Its Intersections as They Influence Identities and Participation in Mathematics

Session Type: Symposium

Abstract

This session explores how narratives of gender and its intersections with race, achievement, and learning opportunities influence the identities and ways of participating that students develop in mathematics. Paper 1 explores the stylization of gender, known as "cool pose," employed by a Black girl in a middle school algebra class; Paper 2 considers how Black girls experience mathematics and develop identities in a society that sustains narratives/stereotypes about their belonging and ability; Paper 3 illustrates variation in Black men’s negotiations of their Black masculinities with mathematics success in constructing Blerd identities; Paper 4 explores the ways that women develop mathematical identities in relation to the traditionally masculinized domain of school mathematics and the traditionally feminized domain of textile craft.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Studies of diversity and variation within social contexts of education

Chair

• Melissa Sommefeld Gresalfi, Vanderbilt University

Papers

• When Black Girls "Cool Pose": Black Masculinity as a Strategy for Marginal Participation in Middle School Algebra - Maisie L. Gholson, University of Michigan - Ann Arbor

• Double Threat: Stereotypes of Race and Gender and the Mathematics Identities of Black Girls - Missy D. Cosby, Michigan State University

• Braids, Glasses, and (Black Guy) Nerdiness: An Intersectional Counterstorytelling of Black College Men's Stereotype Management in Mathematics - Luis Antonio Leyva, Vanderbilt University

• Recrafting Mathematics: Toward a Critical Analysis of Gender and Mathematical Practice - Melissa Sommefeld Gresalfi, Vanderbilt University; Katherine Carr Chapman, Vanderbilt University

Discussant

• Jennifer Marie Langer-Osuna, Stanford University