"Why I Still Choose Math." Underrepresented Mathematics Majors' Perspectives: Identity and Embracing Struggle in the Context of a Mentoring Program

• In Event: Success in STEM Coursework

Abstract

This study, set in a mentoring program at a mid-sized HSI, explored different perspectives and experiences among two cohorts of academically-talented, low-income and underrepresented mathematics majors as they transitioned from high school to college mathematics. A persistence framework was used to understand in what ways STEM mentoring programs might address these differences to better support all students' progress in the major. We qualitatively analyzed interview and questionnaire data from scholars and a comparison group of applicants to the program that were not low-income. Findings show these math majors’ patterns in beliefs about, and confidence in learning and doing mathematics, influence their identity as mathematicians and the actions that they take to persist. Implications for similar mentoring programs are given.

Authors

• Jenna Tague, Clovis Community College

• Oscar Vega, California State University - Fresno

• Sarah Hough, University of California - Santa Barbara