Exploring Identity Emergings of Middle and High School Students in Formal and Informal Mathematics Spaces

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Mathematics Education Research

Abstract

Underrepresented middle and high school students are constantly asked to participate in mathematics structures that perpetuate white normative structures. They are asked to do so while trying to navigate their socially constructed, fluid, and multi-dimensional identities. This case study drawing from ethnographic practices follows five female participants into their formal mathematics classroom and their informal mathematics tutoring space. Their school participation, tutoring participation, mathematics identity, personal identity, and agentic emergings are considered in interrogating the ways students reveal their identities. Cross-case analysis is used to develop themes and implications that must be considered when cultivating equitable education systems.

Authors

• Elena Contreras Gullickson, Harvest Network of Schools

• Lesa Covington Clarkson, University of Minnesota