(Post-) Apartheid's Legacy of Racialised Microaggressions in Mathematics Teacher Education
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| Title: | (Post-) Apartheid's Legacy of Racialised Microaggressions in Mathematics Teacher Education |
|---|---|
| Language: | English |
| Authors: | Sinobia Kenny (ORCID |
| Source: | Transformation in Higher Education. 2025 10. |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://thejournal.org.za/index.php/thejournal |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Racial Segregation, Racism, Microaggressions, Mathematics Education, Teacher Education, Blacks, Females, Critical Race Theory, Higher Education, Women Faculty, College Faculty |
| Geographic Terms: | South Africa |
| ISSN: | 2415-0991 2519-5638 |
| Abstract: | Few women living with the label of 'coloured' in South Africa find themselves employed in mathematics higher education. Transformation in mathematics education in South Africa has been slow and riddled with racialised microaggressions for women living with racialised labels. While there is a belief that in democratic South Africa, for racially marginalised women, life opportunities have increased, covert racism continues to be felt as racial microaggressions, starting from family and friends to those in authoritative positions of power in higher education institutions. Drawing on critical race theory and theories of racial microaggressions, five 'coloured' women were interviewed separately using semi-structured questions to better understand their lived experiences of mathematics education. The main finding was that subtleties of not belonging to Science, Technology, Engineering and Mathematics (STEM) education are exercised through access to and advancement in higher education via bursaries, scholarships and awards. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479843 |
| Database: | ERIC |
| Abstract: | Few women living with the label of 'coloured' in South Africa find themselves employed in mathematics higher education. Transformation in mathematics education in South Africa has been slow and riddled with racialised microaggressions for women living with racialised labels. While there is a belief that in democratic South Africa, for racially marginalised women, life opportunities have increased, covert racism continues to be felt as racial microaggressions, starting from family and friends to those in authoritative positions of power in higher education institutions. Drawing on critical race theory and theories of racial microaggressions, five 'coloured' women were interviewed separately using semi-structured questions to better understand their lived experiences of mathematics education. The main finding was that subtleties of not belonging to Science, Technology, Engineering and Mathematics (STEM) education are exercised through access to and advancement in higher education via bursaries, scholarships and awards. |
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| ISSN: | 2415-0991 2519-5638 |
