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| Autor/in | Leyva, Luis A. |
|---|---|
| Titel | Black Women's Counter-Stories of Resilience and Within-Group Tensions in the White, Patriarchal Space of Mathematics Education |
| Quelle | In: Journal for Research in Mathematics Education, 52 (2021) 2, S.117-151 (35 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | African American Students; Females; Resilience (Psychology); Group Dynamics; Mathematics Education; Undergraduate Students; Student Experience; Disproportionate Representation; Coping; Gender Issues; Racial Bias; Racial Discrimination; Stereotypes; Student Attitudes; Competition; Peer Relationship |
| Abstract | This article proposes and employs a framework that characterizes mathematics education as a white, patriarchal space to analyze undergraduate Black women's narratives of experience in navigating P-16 mathematics education. The framework guided a counter-storytelling analysis that captured variation in Black women's experiences of within-group tensions--a function of internalized racial-gendered ideologies and normalized structural inequities in mathematics education. Findings revealed variation in Black women's resilience through coping strategies for managing such within-group tensions. This analysis advances equity-oriented efforts beyond increasing Black women's representation and retention by challenging the racialized-gendered culture of mathematics. Implications for educational practice and research include ways to disrupt P-16 mathematics education as a white, patriarchal space and broaden within-group solidarity, including Sisterhood among Black women. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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