Role Models Can Help Make the Mathematics Classroom More Inclusive

• In Event: Creating and Interrogating Inclusive Mathematics Environments: Considerations, Barriers, and Recommendations for Practice and Policy

Abstract

Objectives. A decrease in student motivation in mathematics classrooms is cause for concern, especially when trying to make the mathematics environment more inclusive for marginalized students. One way to increase student motivation and make classrooms more inclusive is by introducing students to role models. The implementation of role models as an intervention to help decrease inequality is promising because the use of role models has been found to be effective in several circumstances (Drury et al., 2011). However, when implementing any sort of intervention, it is imperative that careful consideration is made when designing the treatment—in this case, the role model. Because the mathematics domain is a stereotyped domain for women and students of color (Murphy et al., 2007) it is important that a role model does not inadvertently increase feelings of not belonging or being stereotyped. Therefore, we seek to answer two questions regarding role models: what qualities of a role model can unintentionally perpetuate inequalities in mathematics? And what qualities of a role model can work towards making the mathematics environment more inclusive?

Perspective. We draw on psychological and educational perspectives to describe how role models have been conceptualized. In general, the term ‘role model’ is widely used and has been used to refer to different types of individuals. The prototypical person in a domain is oftentimes the easiest to picture when thinking of who a role model is. However, an effective role model should be more than just a person who is successful. We define an effective role model as someone who is not only successful, but inspirational, relatable, and can also be emulated (Lockwood & Kunda, 1997; Marx & Roman, 2002; Morgenroth et al., 2015).

Method/Data Sources. Psychology and math education data bases were searched in order to obtain research studies on the use of role models in math relevant domains. The following search terms were used in this electronic database search: (“role model” or “role models”) AND (math* OR science OR “STEM”). These electronic databases were searched through August 13, 2019 and a total of 48 articles were included in our dataset that met our inclusion criteria.

Results. Findings from our review demonstrate that there are at least four dimensions of role model interventions that can influence student motivation: 1) specific features of the role model (e.g., competence) that can influence students’ perceptions of themselves, 2) students’ perceived similarity to the role model, 3) students’ perceptions of how attainable the role model’s success is, and 4) features of the students themselves (e.g., degree of identification with mathematics). We also found that there are important nuances within these dimensions that could lead to unintended decreases in motivation among marginalized students.

Significance. On the whole, the strategy of bringing role models into the mathematics classroom could have potential benefits for marginalized students’ motivation in mathematics and their mathematics identity, which could have long-term effects on their persistence and interest in mathematics that extend throughout their schooling.

Authors

• Jessica R Gladstone, Virginia Commonwealth University

• Andrei Cimpian, New York University