Journal of Research in Science, Mathematics and Technology Education

Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation

T. Royce Olarte 1 * ,
Ciera Street 2
1 University of California, Santa Barbara2 California Polytechnic State University, San Luis Obispo* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 427-447
OPEN ACCESS VIEWS: 141 DOWNLOADS: 61 Publication date: 15 Jun 2025
ABSTRACT
Graduate students’ values related to teaching and learning are critical in shaping their professional identities and future careers as faculty members. These values encapsulate instructors’ convictions about what is important or worthwhile as it relates to mathematics teaching and learning. Research suggests that mathematical discourses reflect and empower dominant masculine values. Thus, we explore three women-identifying graduate students’ values related to teaching and learning mathematics to highlight their voices and emphasize ways in which their values align with or challenge dominant masculine values. Utilizing interview data, we found four values across the three participants: collaboration, student-instructor perceptions, humanizing mathematics, and compassion and care for students’ wellbeing. We discuss how these values interact with dominant masculine mathematical discourses and the ways in which these values may help foster equitable mathematics pedagogy. We also identified experiences and features of postsecondary mathematics education through which they encountered and negotiated these values.
KEYWORDS
Graduate Students, Gender, Values, Equity, Postsecondary Education
CITATION (APA)
Olarte, T. R., & Street, C. (2025). Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 427-447. https://doi.org/10.31756/jrsmte.4119SI
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