When It Comes to the Mathematics Identities of Preservice Teachers, Intersectionality Matters

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Understanding BIPOC Teacher Experiences to Support Recruitment and Retention (Table 37)

Abstract

This paper will outline findings from a larger study of mathematics identity and mathematics socialization in preservice elementary and early childhood teachers from backgrounds historically excluded from teacher education and mathematics education research. Analysis of interview and focus group data supported the notion that the mathematics identities of pre-service teachers of color should be examined alongside other intersectional identities such as racial, class, and gender identities. Continued research on the experiences of pre-service teachers of color from a range of ethnic and racial backgrounds is necessary to understand why teachers of color enter the field of education and to address the marginalization of students of color in teacher education research.

Author

• Ashley Renaire Davis, Carroll Community College