"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

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 f...

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Bibliographic Details
Published in:The Journal of higher education (Columbus) 2021-07, Vol.92 (5), p.784-814
Main Authors: Leyva, Luis A., McNeill, R. Taylor, Marshall, Brittany L., Guzmán, Oscar A.
Format: Article
Language:English
Subjects:
African American Students
Calculus
Children
Cultural factors
Educational Practices
Gender Bias
Higher education
Hispanic American Students
instruction
Introductory Courses
logics
Mathematical Logic
Mathematics
Mathematics Instruction
mechanisms of inequality
Persistence
Power Structure
Racial Bias
STEM
STEM Education
Stereotypes
Student Attitudes
Student Participation
Students
Teaching
Teaching Methods
whiteness
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Summary: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: (i) Instructors hold more mathematical authority than students in classrooms; and (ii) 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.
ISSN:0022-1546
1538-4640
DOI:10.1080/00221546.2021.1879586