RUME 26
2024
Omaha, Nebraska
Undergraduate Instructor’s Perceptions of Barriers to Implementing Culturally Sustaining Practices
Page: 178
Undergraduate math education is highly inequitable. One potential strategy to improve the unfair experiences and outcomes of historically marginalized groups in mathematics is to use culturally sustaining practices, which relate math content to student’s culture and everyday lives. However, there is limited work exploring the applicability of culturally sustaining practices in the undergraduate mathematics setting. This study interviews seven math undergraduate instructors to better understand their perceived barriers to implementing culturally sustaining practices.