RUME 28
2026
Alexandria, Virginia
MGTA Professional Growth: Aligning Structural Supports With Symbolic Value
Page: 415
Mathematics graduate teaching assistants (MGTAs) are central to undergraduate instruction, yet their professional development (PD) is often limited. The Engaged Learning & Intentional Teaching Experiences PD program is a multi-institutional effort to strengthen MGTA PD around active learning, equity, and inclusion. To examine how such initiatives can be enacted and sustained, we studied departmental culture at two participating universities (Beta and Gamma) using Bolman and Deal’s (2017) Four Frames model, focusing on the structural and symbolic dimensions. Interviews with nine departmental leaders revealed five cross-cutting categories shaping MGTA involvement. Findings highlight how sustainable change requires alignment between structures (e.g., coordination, PD requirements) and symbols (e.g., values for equity and active learning). At Beta University, mathematics coordination structures reinforced symbolic commitments, embedding MGTAs in active learning reforms. At Gamma University, symbolic commitments appeared stronger but lacked structural reinforcement.