An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how?

Abstract

Women and people of color continue to be underrepresented in science, technology, engineering, and mathematics (STEM), even while STEM fields are faced with recruitment issues and shortages of workers. Mathematics textbooks may be complicit in this issue, with past research indicating that textbooks are not fairly representing women and people of color. Even in instances when representation appears equal, further inspection indicates that men and white characters are given more meaningful and scientific roles in textbooks. Our study investigated the 15 precalculus honors textbooks used in public schools across a county to determine the message that is communicated to potential STEM majors about who uses mathematics and how. To do so, we identified the presence of context, human presence, genders, names, and hobbies/occupations within the textbook exercises. Our study reveals an overall low proportion of real‐life contexts, of humans in general, of women and of gender non‐binary characters, and of STEM careers. Examples of women in STEM careers are strikingly low. To improve recruitment of students to STEM careers, in general, as well as recruitment of marginalized populations, in particular, we must improve representation such that all students are able to see themselves in mathematics and their textbooks.