Embodied Intersectionality and Emotion Theorizing Complex Embodiment of Latinas With Learning Disabilities Learning Math

• In Event: Critically Authoring Resistance in Mathematics and Science Education

Abstract

This paper addresses the educational disparities faced by Latinx students with disabilities in U.S. mathematics education. Despite previous research on race and mathematics identity, the intersection with disability remains underexplored. This study provides a theoretical analysis of the experiences of Latinas with learning disabilities in middle school math classes. Employing an interdisciplinary approach, we combine complex embodiment and Chicana feminist epistemology to investigate the emotional and intersectional dimensions of these students' mathematical identities. Methods include arts-based data collection and critical incident analysis, emphasizing emotion and relationships. Additionally, we incorporate playful exploration into our data analysis process. The findings highlight the need for emotionally grounded approaches to address the educational needs of marginalized students with disabilities.

Authors

• Rachel Lambert, University of California - Santa Barbara

• Yvette Doss, University of California - Santa Barbara

• Marilyn Castro, University of California - Santa Barbara

• Camille Griffin, Saint Xavier University

• Rebeca Mireles-Rios, University of California - Santa Barbara