"A Lot of People Don't Understand How Much Courage It Takes": Understanding Students' Responses to Discouraging Events in Undergraduate Mathematics

• In Event: 63.071 - Opportunities to Learn Secondary and Postsecondary Mathematics: Micro and Macro Analyses of Equity

Abstract

Previous studies have provided an understanding of how undergraduate mathematics instruction can marginalize students, however, research is needed that documents specific events that disenfranchise students from marginalized groups, and the nuanced ways they respond. 16 students from underrepresented intersections in mathematics were recruited to answer the question: How do historically marginalized students, at different race-gender intersections, respond to marginalizing events in precalculus and calculus courses? During the 2017 school year, students journaled about events they considered uncomfortable/discouraging in their mathematics courses. Analysis of interviews resulted in four categories: brushing it off, being taken out of the moment, moderating participation, and proving people wrong. These responses manifested themselves differently across different race-gender intersections. These nuances and their contextual factors are discussed.

Authors

• Kristen Amman, Rutgers University

• Dan Battey, Rutgers University

• Luis Antonio Leyva, Vanderbilt University

• Emily Wolf, Rutgers University