Exploring Queer and Trans Students' Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space
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| Title: | Exploring Queer and Trans Students' Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space |
|---|---|
| Language: | English |
| Authors: | Mario I. Suárez (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 11 |
| Descriptors: | LGBTQ People, STEM Education, Mathematics, Self Concept, High School Students, Sexual Orientation, Sexual Identity, Grade 9, Grade 11, Student Experience, Student Attitudes, Self Efficacy, Student Characteristics, Racial Differences, Ethnicity, Ideology |
| Assessment and Survey Identifiers: | High School Longitudinal Study of 2009 (NCES) |
| ISSN: | 2332-8584 |
| Abstract: | An emerging area of research on the diversification of science, technology, engineering, and mathematics (STEM) is that of queer and trans (QT) students who are interested in STEM education and disciplines. The purpose of our study was to identify differences in high school mathematics educational experiences by sexual orientation and gender identity. We used mathematics identity and Leyva's STEM as a White cisheteropatriarchal space (WCHPS) as our theoretical frameworks to guide our study. Using data from Waves 1 and 2 of the High School Longitudinal Study of 2009, our exploratory analyses uncovered significant differences between QT and HC students' mathematics identity. Regression results showed that ideological and relational dimensions of WCHPS in Grade 9 play a significant role in Grade 11 QT students' mathematics identity. Given the exploratory approach for our study, we aim for our research to begin critical conversations in mathematics education concerning QT students to promote more enriching and welcoming learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455206 |
| Database: | ERIC |
| Abstract: | An emerging area of research on the diversification of science, technology, engineering, and mathematics (STEM) is that of queer and trans (QT) students who are interested in STEM education and disciplines. The purpose of our study was to identify differences in high school mathematics educational experiences by sexual orientation and gender identity. We used mathematics identity and Leyva's STEM as a White cisheteropatriarchal space (WCHPS) as our theoretical frameworks to guide our study. Using data from Waves 1 and 2 of the High School Longitudinal Study of 2009, our exploratory analyses uncovered significant differences between QT and HC students' mathematics identity. Regression results showed that ideological and relational dimensions of WCHPS in Grade 9 play a significant role in Grade 11 QT students' mathematics identity. Given the exploratory approach for our study, we aim for our research to begin critical conversations in mathematics education concerning QT students to promote more enriching and welcoming learning environments. |
|---|---|
| ISSN: | 2332-8584 |
