The Discourse of a Good Student in Mathematics Syllabi: Implications for Instructor Messages and Equity

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Deeper Learning and Engagement in Mathematics

Abstract

Faculty’s ideas about what student behaviors are required for success have implications for equity. Research indicates STEM environments marginalize and stereotype BIPOC students. Using Foucault’s concept of discourse, we analyzed the discourse of being a Good Student in 25 undergraduate mathematics course syllabi from 22 institutions. We identified staying on track with coursework, taking ownership over learning, being engaged in class, respecting and collaborating with peers, and communicating with the instructor as categories of desired behaviors, with some differences by course (calculus I, linear algebra, and abstract algebra). We also found that such behaviors which were often framed as normative and the student’s responsibility, thus reflecting power dynamics. We argue that such categories could benefit some students more than others.

Authors

• Claire Boeck, University of Michigan - Ann Arbor

• Vilma M. Mesa, University of Michigan

• Mina Nielsen, University of Michigan - Ann Arbor