Queer High School Students’ Voices in the Teaching of Mathematics for Social Justice as an Informal STEM Learning Experience

• In Event: Creating Equitable Informal Mathematics/STEM Learning Environments: Addressing Racial Injustice and Underrepresentation

Abstract

Research has shown that mathematics education's teaching, learning, and curriculum are gendered and perpetuate norms of gender and sexual identities (Ataide Pinheiro, 2021; Leyva, 2016; Moore, 2021; Neto & Ataide Pinheiro, 2020; Rands, 2009; Rubel, 2016; Voigt, 2020; Waid, 2020). Furthermore, researchers have identified a dearth of research addressing the experiences of Queer students in K-16 grades (Kersey & Voigt, 2021; Voigt, 2020). Recent research has also shown that Queer students suffer in formal schooling due to bullying and harassment (Ataide Pinheiro, 2022; Kosciw et al., 2020, 2018). Because of these findings, researchers have sought methodologies that can be implemented in mathematics classrooms to support ALL students.

One of these methodologies is the Teaching of Mathematics for Social Justice (TMSJ) (Berry III et al., 2020; Rands, 2013). The TMSJ proposes that mathematics instruction can encompass the examination of contemporary societal injustices. Within this methodology, students gain an awareness of these injustices, subsequently utilizing mathematical modeling to comprehend their potential impact on fellow students and community members. Finally, students are encouraged to think about the actions they can take to change the identified social injustice. The TMSJ has published lessons that explore the educational challenges faced by Queer students, particularly concerning bullying and harassment in school contexts (Berry III et al., 2020). In this study, we examine the extent to which the TMSJ yields favorable outcomes based on the experiences of Queer high school students who engaged with these lessons.

This study reports findings from an extensive investigation where Queer high school students engaged with the TMSJ in an informal STEM learning environment (afterschool lessons) aimed at addressing injustices encountered by Queer students in educational settings. The students were interviewed about their experiences with the TMSJ. The interviews took place via Zoom, were semi-structured, and lasted about one hour each. The three authors analyzed the interviews using inductive coding (Strauss & Corbin, 1990) and thematic analysis (Braun & Clarke, 2006). The authors frequently met to discuss the findings and collaboratively wrote about Queer students' experiences.

The findings suggest that the TMSJ is an excellent strategy to implement in mathematics curricula. However, the efficacy of the TMSJ appears to vary. On the one hand, all ten Queer students in this study loved the TMSJ and changed their perspectives on how they felt and viewed mathematics. Queer students in highly accepting schools regarding Queerness said that the TMSJ would most likely be successful in their schools. However, a student from one of these schools expressed discomfort in participating in the TMSJ during regular classroom hours to avoid standing out in Queerness-related discussions. On the other hand, students from less Queer-friendly schools conveyed that the TMSJ might/would not be effective in their classrooms and suggested its integration into other venues, such as extracurricular activities.

This is evidence that informal STEM learning spaces would be ideal for TMSJ lessons. Future studies are needed to explore possible avenues for implementing the TMSJ to combat injustices that queer students go through in society, communities, and schools.

Authors

• Weverton Ataide Pinheiro, Texas Tech University

• Rebekah Lea Phelps, Texas Tech University

• Elyssa Cherry Shive, Texas Tech University