Abstract

Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science, technology, engineering, and mathematics). However, student perceptions of instruction in these introductory mathematics courses have yet to be systematically examined as a contributor to such attrition. This paper presents findings from a study of 20 historically marginalized students’ perceptions of precalculus and calculus instruction to document features that they found discouraging and marginalizing. Our analysis revealed how students across different race-gender identities reported stereotyping as well as issues of representation in introductory mathematics classrooms and STEM fields as shaping their perceptions of instruction. These perceptions pointed to the operation of three racialized and gendered mechanisms in instruction: (i) creating differential opportunities for participation and support, (ii) limiting support from same-race, same-gender peers to manage negativity in instruction, and (iii) activating exclusionary ideas about who belongs in STEM fields. We draw on our findings to raise implications for research and practice in undergraduate mathematics education.

摘要

在黑人学生，拉丁文*学生和白人妇女中，可以通过劝阻和边缘化方式进行大学数学教育。特别是，微积分和微积分课程是守门员，他们通过坚持不懈地从事数学课程和追求STEM（科学，技术，工程和数学）来促进种族和性别减员。但是，学生在这些入门数学课程中对教学的看法尚未得到系统地考察，以作为这种损耗的原因。本文介绍了一项对20名历史边缘化学生对微积分和微积分教学的看法的研究结果，以记录他们发现令人沮丧和边缘化的特征。我们的分析揭示了不同种族性别身份的学生如何报告定型观念，以及数学入门课堂和STEM领域中的代表性问题如何塑造他们的教学观感。这些见解指出了三种种族化和性别化的教学机制的运作：（i）为参与和支持创造不同的机会；（ii）限制同种族，同性别同龄人的支持，以管理教学中的否定性；以及（iii）激发关于谁属于STEM领域的排他性想法。我们利用我们的发现对本科数学教育的研究和实践产生影响。这些见解指出了三种种族化和性别化的教学机制的运作：（i）为参与和支持创造不同的机会；（ii）限制同种族，同性别同龄人的支持，以管理教学中的否定性；以及（iii）激发关于谁属于STEM领域的排他性想法。我们利用我们的发现对本科数学教育的研究和实践产生影响。这些见解指出了三种种族化和性别化的教学机制的运作：（i）为参与和支持创造不同的机会；（ii）限制同种族，同性别同龄人的支持，以管理教学中的否定性；以及（iii）激发关于谁属于STEM领域的排他性想法。我们利用我们的发现对本科数学教育的研究和实践产生影响。