Girls ∈ Math: An Investigation of Middle School Girls' Sense of Belonging in Mathematics
Abstract/Contents
- Abstract
- This thesis addresses the quest for equity in mathematics education through the lens of female students’ experiences of belonging before, within, and after an 18-day, algebra-based summer camp. The curriculum and teaching practices employed in the intervention were intentionally designed around open, visual mathematics combined with explicit growth-mindset messaging. Seven middle school girls from the same summer classroom were analyzed through numerous interviews and artifacts. Building on previous literature and the major takeaways from the data as a whole, I propose a framework for understanding the dynamics and interactions of a student’s development of learning identity and relationship to mathematics. Specifically, the framework represents my interpretation of Markus and Conners’ “Culture Cycle” applied to the context of the math classroom. Analyzed in light of this model, the seven case studies illustrate unique ways in which each girl negotiated her realtive sense of belonging to mathematics. The research suggests that what Dr. Jo Boaler has termed a “mindset mathematics” curriculum and teaching practice provides multiple pathways to belonging and success, significantly impacting students at varying achievement levels and backgrounds. While focusing specifically on female students due to the explicit systemic barriers facing women in mathematics, this thesis establishes that the curriculum and teaching practices employed in the youcubed summer camp effectively promoted equity in developing students belonging, which logically extends beyond the experiences of just girls.
Description
| Type of resource | text |
|---|---|
| Date created | May 2018 |
Creators/Contributors
| Author | Vidales, Elisa Joy |
|---|
Subjects
| Subject | Graduate School of Education |
|---|---|
| Subject | Undergraduate Honors Thesis |
| Subject | secondary mathematics education |
| Subject | equity |
| Subject | gender |
| Subject | women in STEM |
| Subject | compulsory education |
| Subject | mindset |
| Subject | belonging |
| Subject | youcubed |
| Subject | identity |
| Subject | learning |
| Subject | mathematics |
| Genre | Thesis |
Bibliographic information
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- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Preferred citation
- Preferred Citation
- Vidales, Elisa Joy. (2018). Girls ∈ Math: An Investigation of Middle School Girls' Sense of Belonging in Mathematics. Unpublished Honors Thesis. Stanford University, Stanford CA.
Collection
Undergraduate Honors Theses, Graduate School of Education
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- Contact
- evidales@stanford.edu
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