Narratives of Belonging: Women and Racially/Ethnically Diverse Students in Mathematical Spaces

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Educational Research in Precarious Times

Abstract

This narrative inquiry examines how women, particularly those with intersecting racial and ethnic identities, navigate belonging and identity during the secondary school–tertiary transition (STT) in mathematics. Framed by communities of practice and modes of belonging (engagement, alignment, and imagination), the study explores how perceived competence, emotional disposition, and societal norms shape participation in mathematical spaces. Drawing on interviews and seminar reflections, the inquiry offers insight into how students make sense of their place in mathematics and how affective and identity-based experiences inform their engagement. The study contributes to discussions on equity by highlighting the importance of inclusive, relational learning environments that support belonging in mathematics.

Author

• Seyda Uysal, University of Southern Mississippi