A Critical Analysis of Latinx STEM Males' Counterstories of Peer-Related Experiences Supporting Their Mathematical Success

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: STEM Stories: Black and Latinx Narratives of Challenge and Achievement (Table 5)

Abstract

Drawing on Latinx Critical Theory (LatCrit), this qualitative study uses counter-storytelling to investigate six university-level Latinx STEM males’ narratives of peer-related experiences that supported their mathematical success in their life-long educational journeys. Each participant was an upper-level undergraduate STEM major or a recent STEM undergraduate degree recipient at a Hispanic serving, Midwestern university. Cross-case analysis revealed common themes regarding peer-related experiences that supported participants’ mathematical success at intersectional navigations of their racial identities with their other salient identities. LatCrit was useful for uncovering how peer-related experiences related to what it means to be a Latinx math learner. Findings support that investigating the intersectional nature of minoritized students’ identity development expands knowledge about how to support them in attaining mathematical success.

Authors

• Sarah Oppland-Cordell, Northeastern Illinois University
  Presenting Author

• Katherine A. Bird, Northeastern Illinois University
  Presenting Author