Exploring women of color's expressions of mathematical identity: the role of institutional resources and mathematical values
| dc.contributor.author | Street, Ciera, author | |
| dc.contributor.author | Ellis Hagman, Jessica, advisor | |
| dc.contributor.author | Soto, Hortensia, committee member | |
| dc.contributor.author | Arnold, Elizabeth, committee member | |
| dc.contributor.author | Most, David, committee member | |
| dc.date.accessioned | 2023-08-28T10:29:13Z | |
| dc.date.available | 2023-08-28T10:29:13Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | There is a persistent and growing global call to examine, challenge, and transform exclusionary structures and systems within mathematics education (Laursen & Austin, 2020; Reinholz et al., 2019; Thomas & Drake, 2016; Wagner et al., 2020). An important component of this call examines students' mathematical identity. While a growing body of work considers how students' social identities interplay with their mathematical identity (e.g., Akin et al., 2022; English-Clarke et al., 2012), few studies consider mathematical identity at the intersection of gender and race (Ibourk et al., 2022; Leyva, 2016; 2021). This dissertation study explores undergraduate women of color's expressions of mathematical identity and the institutional structures and ideologies that influence these expressions. Following a three-paper model, each paper utilizes critical theories and an intersectional lens to recognize the gendered and racialized context of higher education mathematical spaces and the ways these discourses influence women of color's mathematical identity. The first paper employs large-scale quantitative and qualitative data from a national survey on students' undergraduate calculus experiences to explore women of color's expressions of mathematical identity. Informed by Data Feminism, I use a cluster analysis to group women of color survey respondents based on four subdomains of mathematical identity and contextualize each group using qualitative survey responses. The second paper draws from Nasir's (2011) material and relational identity resources to examine the institutional resources available and accessible to undergraduate women of color to support their mathematical identity. Results from participant interviews indicate various supportive identity resources, such as peer relationships and student support programs. The results also describe unavailable, inaccessible, or detrimental identity resources, such as the lack of representation within the mathematics faculty and an exclusionary mathematics community. Using a sociopolitical lens, the third paper discusses the sociohistorical background of white, patriarchal mathematical values and the ways these values create inequities in undergraduate mathematical spaces. Interviews with participants suggest a clear misalignment between these sociohistorical mathematical values and women of color's mathematical and mathematics education values. Together, these three papers emphasize within-group differences among women of color's mathematical identity and the different ways material, relational, and ideological resources can support or hinder women of color's mathematical identities. I conclude this dissertation study by illustrating connections across the three papers. I also provide implications for teaching, policy, and research to challenge exclusionary mathematical systems and support women of color's mathematical identity. | |
| dc.format.medium | born digital | |
| dc.format.medium | doctoral dissertations | |
| dc.identifier | Street_colostate_0053A_17821.pdf | |
| dc.identifier.uri | https://hdl.handle.net/10217/237009 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2020- | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | gender | |
| dc.subject | mathematical identity | |
| dc.subject | race | |
| dc.subject | higher education | |
| dc.subject | Data Feminism | |
| dc.subject | mixed methods | |
| dc.title | Exploring women of color's expressions of mathematical identity: the role of institutional resources and mathematical values | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Mathematics | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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