Identifying Critical Features of Discouraging Events for Historically Marginalized Students in Precalculus and Calculus

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Research on Mathematical Identities, Emotions, and Stereotypes

Abstract

Research in undergraduate mathematics has documented the ways in which students perceive instruction differently based on their race and gender, but often focuses on persisting students in non-entry-level courses. Literature that has analyzed instruction in entry-level courses often uses data from predominantly white programs. Thus, we lack an understanding of the experiences that inform historically marginalized students’ judgment of events as discouraging or racialized in their early college mathematics experiences. This study used a journaling methodology in which precalculus and calculus students documented and reflected on potentially marginalizing classroom events. Reflections were used to identify features characterized events as racialized as well as discouraging. Findings can inform the design of more equitable instruction that supports and affirms historically marginalized students.

Authors

• Kristen Amman, Rutgers University

• Dan Battey, Rutgers University

• Anthony Berninzon, Rutgers University