RUME 28
2026
Alexandria, Virginia
A Social Network Analysis of Race/Ethnicity and Gender in Inquiry-Oriented Linear Algebra
Page: 302
This study investigates mechanisms of equity in active learning by examining student networks in an Inquiry-Oriented Linear Algebra (IOLA) classroom through social network analysis (SNA). Drawing from the sociopolitical perspective on equity, particularly the dimension of power, the research analyzes how race/ethnicity and gender shape student nominations of peers. Data were collected from an IOLA class of 64 students at a Southeastern U.S. university, using discussion board “shout-outs” and replies to track social networks. Findings reveal strong patterns of racial and gender homophily and highlight that women of color occupied disproportionately central positions within the network. While these positions suggest potential empowerment, they may also reflect additional labor on women of color to sustain visibility and influence. The study underscores the need to frame equity in active learning not as inherent but as contingent on power dynamics, solidarity, and segregation within mathematics learning communities.