Considering Students' Identities in a Complex Instruction Mathematics Classroom

• In Event: Moscone Center North Roundtable Session 11
  In Roundtable Session: I Too Am STEM: Examining the Intersections of Race, Gender, and Identity

Abstract

Through a socio-cultural-critical-race lens, this paper contributes to centering, privileging and exploring the emerging and negotiated identities of girls of color, in an AP Statistics classroom with a race-conscious white woman teacher who employs an equity-driven curriculum called Complex Instruction. As I show, on the one hand this context was supportive of students and their sense of selves; yet, by looking across and centering a multitude of racial and gendered identities, we see that processes of racialization were present and persisted through students’ racialized narratives about their identities and experiences learning in this class. Students’ narratives are further centered in order to discuss implications for teaching and learning, specific to teachers, teacher educators and leaders of professional development.

Author

• Mahtab Nazemi, Thompson Rivers University