RUME 28
2026
Alexandria, Virginia
How Cultural and Familial Ideologies Shape MENA Students’ Mathematical Identities
Page: 1486
This study examines how Middle Eastern/North African (MENA) undergraduate students negotiate their mathematical identities in relation to cultural and familial ideologies. Although research in mathematics education has shown that identity shapes how learners engage with mathematics, few studies have explored how such ideologies influence students’ perceptions of the subject. Qualitative interviews asked students about their relationships with mathematics and cultural factors that shaped them. Findings indicate that participants experienced familial and cultural pressures to excel in mathematics and pursue STEM fields, often linking mathematical success to socioeconomic stability. Over time, many shifted from obligation to appreciation as they connected mathematics to their majors or family narratives, reflecting evolving mathematical identities. Overall, this study highlights cultural and familial influences that shape MENA students’ engagement with mathematics and underscores the importance of examining how identity development is mediated by social and cultural meanings.