RUME 28
2026
Alexandria, Virginia
Persistence in the Margins: An Autoethnographic Study of a First-Generation, Low-Income Mathematics Major
Page: 999
Although research on persistence and attrition in the undergraduate mathematics major remains limited, existing studies point to structural, curricular, and identity-related barriers that shape student trajectories. This autoethnographic study extends that conversation by exploring the lived experience of a first-generation, low-income undergraduate math major in the United States, using digital journaling to explore persistence, barriers, and systems of support. Guided by Tinto’s theory of student departure, the study highlights the impacts of financial uncertainty, faculty interactions, and institutional and social demands on students’ academic integration, sense of belonging, and self-image as a mathematician. Persistence emerges as an act of resistance. This study contributes to the literature on equity in undergraduate mathematics education by highlighting the complex interaction between identity and institutional structures. In doing so, the study offers insights for the creation of inclusive advising and pathways that support the success of students from disadvantaged backgrounds in mathematics.