Queering Mathematics: Disrupting Binary Oppositions in Mathematics Pre-service Teacher Education

Yeh, Cathery; Rubel, Laurie H.

doi:10.1007/978-3-030-44292-7_11

Cited by 18 publications

(10 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, an overreliance on such epistemological conventions, which perpetuates White cisheteropatriarchy, positions marginalized learners’ engagement of their lived experiences as a detriment to learning (Calabrese Barton & Tan, 2019), thus excluding Black queer students from knowledge production. As a result, ‘neutral’ curricula overlook knowledge from Black and queer populations mediated by these communities’ unique cultural experiences, which reinforces deficit views of ability (Battey & Leyva, 2016) and limits opportunities to learn content with relevance to social experiences (Yeh & Rubel, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space

Leyva¹,

McNeill²,

Balmer

et al. 2022

American Educational Research Journal

View full text Add to dashboard Cite

Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space

Leyva¹,

McNeill²,

Balmer

et al. 2022

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…We feel compelled to seek out the new What Next within those emergent voices that challenge the norms, the routine, of our work. We find particularly exciting the use of queer theory to provide new perspectives to learning and doing mathematics (see K. E. Sheldon & Rands, 2013;Whipple, 2018;Yeh & Rubel, 2020). For example, K. introduced the notion of mathematical inqu[ee]ry as a way to "interrogate the 'regimes of the normal' (Warner, 1993) in the elementary mathematics classroom" (p. 187).…”

Section: Conclusion: the New What Nextmentioning

confidence: 99%

Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning

Che

Gomez

Kombe

2021

Investigations in Mathematics Learning

View full text Add to dashboard Cite

“…Consequently, mathematics continues to be male-dominated. As argued by Yeh and Rubel (2020), "the masculinization of mathematics can be understood as an exclusionary border for girls and women" (p. 6).…”

Section: Women and Mathematicsmentioning

confidence: 99%

“…Women are more underrepresented as they progress in mathematics with very few women becoming research mathematicians (Cimpian et al, 2016;Lubienski et al, 2013). However, underrepresentation needs to be seen as a consequence of mathematics being exclusionary to women (Yeh & Rubel, 2020); this could be a cyclical process with mathematics being exclusionary to women contributing to underrepresentation of women in the field.…”

Section: Introductionmentioning

confidence: 99%

Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach

Pinheiro

2021

INT ELECT J MATH ED

View full text Add to dashboard Cite

Gender issues in mathematics education received fairly attention several decades ago, mainly because women and men performed differently, with men usually outperforming women. The research on such phenomena originated a series of studies on the so-called 'achievement-gap.' After many years of research on the achievement gap, such a gap has shown to have disappeared. However, recent studies have shown that there are fewer women who choose STEM-related fields than male peers. Suppose women are not choosing mathematics, but concomitantly research has pointed out that women and men have similar mathematics capabilities; why are women disproportionately part of the field? Since current statistics show that 90-95% of doctoral mathematics students are men, this study examines why school mathematics is still a male-dominant field. The data presented in this paper was collected using life-story interviews. Freirean methodology was used to analyze the contradictions in women's PhD student experiences. The findings point to contradictions in women's experiences in mathematics regarding success and challenges women have faced in mathematics and are discussed in depth in the findings and discussion sections of this paper.

show abstract

Queering Mathematics: Disrupting Binary Oppositions in Mathematics Pre-service Teacher Education

Cited by 18 publications

References 44 publications

Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space

Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space

Critical Perspectives of Racialized Identities within Social Justice and Equity in Mathematics Teaching and Learning

Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach

Contact Info

Product

Resources

About