“I wasn’t the only one going through it”: Understanding the mathematical experiences of Latinx STEM majors
Cervantes, Alexandria Taylor
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https://hdl.handle.net/2142/113090
Description
Title
“I wasn’t the only one going through it”: Understanding the mathematical experiences of Latinx STEM majors
Author(s)
Cervantes, Alexandria Taylor
Issue Date
2021-07-22
Director of Research (if dissertation) or Advisor (if thesis)
Gutiérrez, Rochelle
Committee Member(s)
González, Gloriana
Ruedas-Gracia, Nidia
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Date of Ingest
2022-01-12T21:47:00Z
Keyword(s)
rehumanizing mathematics
Latinx
undergraduate mathematics
Abstract
"This study examines the experiences of four Latinx STEM major's mathematical experiences at a predominately white institution in the Midwest. Through the lenses of Rehumanizing Mathematics (Gutiérrez, 2017) and Sense of Belonging (Strayhorn, 2018), I argue for the use of Rehumanizing Mathematics x Sense of Belonging (RM x SB) to understand how the dimensions of Rehumanizing Mathematics seem to impact Latinx student's sense of belonging and inform how they participate/position themselves, understand their emotions and see themselves in mathematical spaces. The four participants were asked to reflect on their K-16 mathematical experiences, and through the lens of RM x SB three themes emerged. First, students reflected that it was ""too much to ask"" for mathematics to center Latinx cultures and histories, class participation was a high stakes action, and students experienced emotions of connectedness, anxiety/fear, and joy in mathematical spaces. These findings have implications for understanding how mathematical spaces can cultivate rehumanizing spaces that cultivate student's sense of belonging, joy, and connectedness. Recommendations are provided for mathematics education, and sense of belonging researchers on how combining both theoretical frameworks might help the field become more rehumanized and how educators and staff can take steps in their own spaces to help students feel a sense of connectedness and support."
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