Solomon, Yvette
Lawson, Duncan
Croft, Tony
Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students
Many learners may be successful in mathematics but nevertheless see themselves
as existing only on the margins of the practice, or as lacking stability in it – in this
sense, they have what can be called a fragile identity. Although this kind of
relationship with mathematics is not limited to girls and women, they do appear to
express such fragile identities more often or more readily. Drawing on qualitative
and quantitative data from undergraduates in three English universities, this paper
presents an analysis of the way in which university mathematics is differentially
experienced by men and women, and of the part this may play in women’s
ongoing narratives of self as mathematicians. It is suggested that some women
resist traditional positionings in the mathematics world, drawing on local
resources which enable a sense of agency as successful students and a refiguring
of their relationships with mathematics.
Mathematics;Undergraduates;Learner identities;Self-positioning;Resistance
2011-07-19
https://repository.lboro.ac.uk/articles/Dealing_with_fragile_identities_resistance_and_refiguring_in_women_mathematics_students/9368765