Support for All? Confronting Racism and Patriarchy to Promote Equitable Learning Opportunities through Undergraduate Calculus Instruction
نویسندگان
چکیده
Undergraduate calculus instruction is a contributor to racialized and gendered trends of STEM persistence disidentification with mathematics. However, the nature that promotes equitable learning opportunities for disrupting such negative outcomes experiences among historically marginalized populations underexplored. To fill this gap, paper presents an analysis 34 undergraduate Black Latina/o students’ perceptions discouraging events alternatives supportive practices in build theory practices. Our findings show how supportive-for-all – instructional all students (e.g., creating space questions mistakes, extending out-of-class support) were perceived as necessary yet insufficient cultivate classroom participation access content. participants’ addressed how, without challenging broader influences racism patriarchy stereotypes mathematical ability), have limited afforded by The present study, therefore, demonstrates requires race- gender-conscious enactment practices, which challenges colorblind gender-neutral assumptions uniformity leave structural forms exclusion unchecked. We conclude implications practice research.
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ژورنال
عنوان ژورنال: International journal of research in undergraduate mathematics education
سال: 2022
ISSN: ['2198-9745', '2198-9753']
DOI: https://doi.org/10.1007/s40753-022-00177-w