PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Exploring success of underrepresented groups in university mathematics courses
Page: 2-458
Although some research indicates that the number of women in science, technology, engineering, and mathematics disciplines have been growing (Astin et al., 1983), women and other minorities in mathematics classrooms that serve these disciplines are still largely absent (Pattatucci, 1998). Given the lack of women and minorities in the classroom, how can instructors develop equity and quality in mathematics programs and fields where mathematics acts as a gatekeeper? By utilizing data collected in a differential equations course, we engage in a discussion that explores what leads to students’ success in mathematics. We were interested in the interrelationship between students’ demographic backgrounds and classroom dynamics to see how we can better serve women, minorities, and those from rural and first generation university backgrounds