TY - JOUR TI - "Mapping the margins [in mathematics]" DO - https://doi.org/doi:10.7282/T3K076DW PY - 2016 AB - Much extant research on gender in mathematics education has fallen short in distinguishing between gender and sex as well as attending to intersections of gender with other dimensions of identity such as race (Damarin, & Erchick, 2010; Esmonde, Brodie, Dookie, & Takeuchi, 2009; Rubel, 2016). Future work, therefore, is needed that couples a conceptualization of gender as a social construct with intersectional analyses to detail how the racialized masculinization of mathematics shapes differential opportunities for success among marginalized students (Leyva, accepted). Drawing on post-structural theory and intersectionality (Crenshaw, 1991) from critical race theory, the purpose of this dissertation is to examine the gendered and racialized intersectionality of mathematics experiences among historically marginalized women of color and Latin@s pursuing math-intensive STEM majors at a large, predominantly white university. The following research questions guide this dissertation: 1. How has gender been studied in the field of mathematics education? 2. What strategies do historically marginalized women of color employ in navigating these gendered, racial, and intersectional discourses in making meaning of their mathematics success at intersections of gender and race? 3. In what ways do institutional structures and interpersonal relationships (both in and out of mathematics classrooms) afford or limit opportunities for mathematics success among undergraduate Latin@ engineering students? Addressing these questions informs future directions for undergraduate mathematics education and higher education more broadly. This includes ways in which undergraduate mathematics classrooms and STEM support programs can serve as institutional spaces where gendered and racialized discourses of mathematics ability are taken up and challenged. In particular, this work’s intersectional insights guide the development of relational mathematics instruction and sustained forms of institutional support to better address academic and social needs of STEM students marginalized at different intersections of identity (e.g., Latin@ women, queer people of color). KW - Education KW - Race discrimination KW - African American students KW - Mathematics--Study and teaching LA - eng ER -