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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 0000-0001-6008-1664), Jason C. Garvey (ORCID 0000-0003-1167-9090), C. V. Dolan, Musbah Shaheen
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
FullText Text:
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  Data: Exploring Queer and Trans Students' Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space
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  Data: <searchLink fieldCode="AR" term="%22Mario+I%2E+Suárez%22">Mario I. Suárez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6008-1664">0000-0001-6008-1664</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+C%2E+Garvey%22">Jason C. Garvey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1167-9090">0000-0003-1167-9090</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+V%2E+Dolan%22">C. V. Dolan</searchLink><br /><searchLink fieldCode="AR" term="%22Musbah+Shaheen%22">Musbah Shaheen</searchLink>
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  Data: 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
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  Data: 19
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  Data: 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.
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  Data: 2025
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  Data: EJ1455206
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Sexual Orientation
        Type: general
      – SubjectFull: Sexual Identity
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Student Characteristics
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      – SubjectFull: Racial Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: Ideology
        Type: general
      – SubjectFull: High School Longitudinal Study of 2009 (NCES)
        Type: general
    Titles:
      – TitleFull: Exploring Queer and Trans Students' Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space
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              Y: 2024
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