'It Seems Like They Purposefully Try to Make as Many Kids Drop': An Analysis of Logics and Mechanisms of Racial-Gendered Inequality in Introductory Mathematics Instruction

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  • Author(s): Leyva, Luis A. (ORCID Leyva, Luis A. (ORCID 0000-0002-1704-0784); McNeill, R. Taylor (ORCID McNeill, R. Taylor (ORCID 0000-0001-8884-6913); Marshall, Brittany L. (ORCID Marshall, Brittany L. (ORCID 0000-0002-5162-779X); Guzmán, Oscar A.
  • Language:
    English
  • Source:
    Journal of Higher Education. 2021 92(5):784-814.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      31
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      IUSE1711712
      IUSE1711553
    • Subject Terms:
      Student Attitudes; Racial Bias; Gender Bias; Introductory Courses; Mathematics Instruction; Power Structure; STEM Education; Mathematical Logic; Calculus; African American Students; Hispanic American Students
    • Accession Number:
      10.1080/00221546.2021.1879586
    • ISSN:
      0022-1546
    • Abstract:
      Introductory mathematics courses, including precalculus and calculus, largely influence Black and Latin* students' persistence and sense of belonging in STEM. However, prior research on instruction in these courses for advancing more equitable outcomes is limited. This paper presents findings from a study of 18 Black and Latina/o students' perceptions of introductory mathematics instruction as a racialized and gendered experience at a large, public, and historically white research university. Sociological perspectives of logics and mechanisms of inequality guided an analysis of Black and Latina/o students' group interview responses on how instruction perpetuates racial and gendered oppression. Two logics were identified: (1) instructors hold more mathematical authority than students in classrooms; and (2) calculus coursework is used to weed out students 'not cut out' for STEM. These logics, coupled with the influence of broader sociohistorical forces (e.g., cultural scripts of behavior, stereotypes), gave rise to mechanisms of inequality through seemingly neutral instructional practices that reinforce racial-gendered distribution of classroom participation and STEM persistence. Our findings inform implications for STEM higher education researchers and mathematics faculty to foster socially affirming STEM instruction, especially in introductory courses.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1303322