PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Detailing the potentially marginalizing nature of undergraduate mathematics classroom events for minoritized students at intersections of racial and gender identities
Page: 377
Undergraduate mathematics instruction contributes to marginalization among women and racially minoritized individuals’ experiences. This report presents an analysis from a larger study that details variation in minoritized students’ perceptions of potentially marginalizing events in undergraduate mathematics instruction. With past research on undergraduate mathematics experiences largely focused on students’ post-hoc reflections and one or two race-gender intersections, this analysis extends prior work by attending to variation in students’ in-the-moment perceptions of mathematics instruction across various race-gender intersections. Findings highlight how issues of underrepresentation, stereotypes, and instructor care contributed to interpretations of instruction-related events as potentially marginalizing. The report concludes with implications for teaching practices in undergraduate mathematics that academically support and socially affirm students from historically marginalized backgrounds.