RUME 28
2026
Alexandria, Virginia
Daily Affirmations: Strengthening Marginalized Student Identity in First Year College Calculus Courses
Page: 1087
This study investigates how marginalized students experienced affirmation of their mathematical identities in first-year calculus. Thematic analysis revealed thirteen forms of identity affirmation, clustered into internal (understanding and utility) and external (peer instruction, community, instructor recognition) categories. While understanding and utility were universally affirming, most affirmations were socially mediated. Findings highlight the critical role of community and instructional practices in shaping identity, suggesting that affirming environments are essential for supporting persistence in STEM.