Racialized and Gendered Labor in Students' Responses to Precalculus and Calculus Instruction

Autor/inn/en	Battey, Dan; Amman, Kristen; Leyva, Luis A.; Hyland, Nora; McMichael, Emily Wolf
Titel	Racialized and Gendered Labor in Students' Responses to Precalculus and Calculus Instruction
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 2, S.94-113 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Racial Differences; Gender Differences; Mathematics Education; Algebra; Calculus; Females; African American Students; Hispanic American Students; Undergraduate Students; Mathematics Curriculum; Disadvantaged; Student Attitudes; Coping; Student Characteristics; State Universities; Cognitive Processes + Suchen Sie Ihr Suchwort? Rassenunterschied; Geschlechterkonflikt; Mathematische Bildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Bewältigung; Staatliche Universität; Cognitive process; Kognitiver Prozess
Abstract	Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and instruction are racialized and gendered. This article uses the concept of labor to examine responses from 20 students from historically marginalized groups to events identified as discouraging in precalculus and calculus instruction. Findings illustrate how Black students, Latina/o students, and white women engage in emotional and cognitive labor in response to discouraging events. Additionally, to manage this labor, students named coping strategies that involved moderating their participation to avoid or minimize the racialized and gendered impact of undergraduate mathematics instruction. (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: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01