RUME 27
2025
Alexandria, Virginia
Navigating Belonging, Competence, and Career Aspirations in Mathematics: Experiences of First-Generation, Low SES Women
Page: 767
This study investigates the academic journeys of first-generation, low socioeconomic status (SES) women in mathematics, focusing on their sense of belonging, perceptions of competence, and career aspirations. Using narrative inquiry, the research draws on interviews and reflections to illuminate how isolation, identification as “rule followers,” and a lack of mentorship shape their experiences. The study adopts Wenger’s (1998) mode of belonging framework—engagement, alignment, and imagination—to analyze how these students interact with their mathematics community and envision their roles within it. Findings highlight the urgent need for mentorship and career guidance tailored to underrepresented students in STEM. This research provides insight into institutional strategies for supporting the success of first- generation, low SES women in mathematics.