RUME 25
2023
Omaha, Nebraska
Exploring the Connection Between Women of Color's Values and Mathematical Identity in Undergraduate Mathematics
Page: 1172
The growing call for more equitable and just mathematics classrooms includes supporting and strengthening students’ mathematical identity. Recent scholarship proposes a connection between students’ mathematical identities and their values (Kalogeropoulos & Clarkson, 2019). However, limited research acknowledges and explores mathematics identity at the intersection of gender and race (Leyva, 2021; McGee, 2016). Furthermore, undergraduate mathematics in the United States often does not reflect the cultural values of women or students of color (Fong et al., 2019; Leyva, 2016, 2021). Informed by sociopolitical theory and an intersection lens, this study explores women of color’s mathematics education values and the connections between those values and their mathematical identity. Through interviews and mathematical autobiographies, participant examples indicate various values, including those related to learning from mistakes and social support. Preliminary results suggest that the presence of these values in mathematics environments may support women of color’s mathematical identity.