Stereotypes about mathematicians that conflict with “traditionally feminine” identities are widely held by people from middle-school-age onwards, and can influence their participation in mathematics and related fields. Simply being exposed to women in mathematics is not enough to change students’ perceptions of mathematicians, and may even decrease girls’ interest in mathematics. This paper proposes a storytelling strategy to help change students’ perceptions of mathematicians. It includes several activities for intentionally incorporating women’s stories into the post-secondary classroom and a list of resources for finding existing powerful stories. The diverse stories of women mathematicians, including details of their personal lives and the barriers to success they faced, can relieve potential discord between students’ identities and those they see participating in mathematics.

中文翻译：

---

讲女性故事：大学数学教师的资源

与“传统上的女性化”身份冲突的数学家的刻板印象被中学时代以后的人们广泛持有，并可能影响他们对数学和相关领域的参与。仅仅在数学上与妇女接触并不足以改变学生对数学家的看法，甚至可能降低女孩对数学的兴趣。本文提出了一种讲故事的策略，以帮助改变学生对数学家的看法。它包括一些有意将女性故事纳入中学后课堂的活动，以及用于查找现有有力故事的资源列表。女数学家的故事各不相同，包括她们个人生活的细节以及她们面临的成功障碍，