Broadening Perspectives and Participation: Five Factors that Contribute to Mathematical Belonging

• In Event: Perspectives on Student Belonging and Humanization in Mathematics Classrooms

Abstract

The purpose of this study was to understand the ways in which college students feel they belong, or do not belong, in various mathematical contexts to inform research and practice to increase belonging in STEM education. The survey resulted in a five-factor model to include: individual belonging, classroom belonging, collaborative belonging, community belonging, and exclusion. Considering this year's theme, this disconnect to mathematics is likely due to historical Western notions of mathematics that are narrow and rigid (Gutiérrez, 2018). To imagine futures of increased belonging in mathematics, we need to reconsider the historically exclusive nature of mathematics as a gatekeeper to the STEM education and how experiences can broaden participation by broadening the discipline (Martin, Gholson, & Leonard, 2010).

Authors

• Cindy Jong, University of Kentucky

• Pooja Sidney, University of Kentucky

• Benjamin Braun, University of Kentucky