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The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom

  • SI: Innovations in 'Gender Issues' Research in Mathematics Education
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Abstract

Theories of gender and race in mathematics education predominately remain unchanged in recent years (Damarin, 2008; Parks & Schmeichel, 2012), with feminism not always seen as relevant to mathematics education. New theories and methodologies related to gender create possibilities to reinvigorate gender research in mathematics education and offer opportunities for students at the margins to be seen and read as mathematically powerful. In this paper, I propose feminist poststructural discourse analysis as an alternative methodology in mathematics education to study gender and racial (in)equity in mathematics classrooms. I describe the theoretical underpinnings of the methodology (i.e., feminist poststructural theory), three main projects of discourse analysis within a feminist poststructural paradigm, and introduce Baxter's (2003) feminist poststructural discourse analysis (FPDA) methodology. Through one conceptualization of feminist poststructural discourse analysis study in a seventh grade mathematics classroom in the United States, I exemplify an analysis using Baxter’s denotative and connotative textual analysis methods and argue the productive possibilities of FPDA research.

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Data Availability

All data collected for this project were approved by the University of Georgia Internal Review Board as well as the study site’s internal review board. Assent and consent were obtained by all participants, and in the case of minors, parental consent was obtained.

Notes

  1. I include poststructural feminism because the term appears in literature and it showcases roots in feminism, as opposed to a feminist version of poststructural theory. However, both are “accurate” and limiting.

  2. Liberal feminism is considered first wave feminism, radical feminism is considered second wave feminism, and poststructural feminism is part of the third wave feminism.

  3. Feminist poststructural theory is only one of many feminisms that emerged out of this critique.

  4. Tyler intentionally chose a “boy” name for her pseudonym, which itself might be seen as act of resistance of gendered discourses. The reading of one’s “expected” performance of "girl" and "boy" may be recognized because of her choice in pseudonym and may affect how the reader interprets the interactions.

  5. I use the terms “boys” and “girls” in relation to how the participants are performing and being foisted into subject positions in relation to gendered discourses, whereas I use "male" and "female" to indicate the gender of students as classified by the school district data or in reference to literature that used the terms.

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  1. Mathematics and Science Education, University of Georgia, Athens, GA, USA

    Julia Przybyla-Kuchek

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Przybyla-Kuchek, J. The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom. Math Ed Res J 33, 689–711 (2021). https://doi.org/10.1007/s13394-020-00364-5

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