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Exploring Gendered Experiences of High-Achieving Undergraduate Women in Mathematics

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Title: Exploring Gendered Experiences of High-Achieving Undergraduate Women in Mathematics
Language: English
Authors: Weverton Ataide Pinheiro (ORCID 0000-0003-2621-3381), Rosa Chávez (ORCID 0000-0002-2145-2191), Ursula Nguyen (ORCID 0000-0001-8176-0885)
Source: International Journal of Education in Mathematics, Science and Technology. 2025 13(1):40-60.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Education, Womens Education, Females, Undergraduate Students, Equal Education, Gender Bias, Sense of Belonging, Educational Research, Research Needs, Student Attitudes
ISSN: 2147-611X
Abstract: Women's experiences in mathematics have been a research topic for a long time. We expand on that research to ascertain whether women's experiences in mathematics have shifted in the past four decades. Through thematic analysis of semi-structured interviews, we highlight the experiences of two undergraduate women in mathematics. The findings suggest that mathematics spaces continue to be inequitable based on gender and remain predominantly male dominated. Women may feel the need to position themselves as gender-neutral friends and minimize their gender or center other experiences, such as mathematical ability, to construct a sense of belonging in mathematics. There is a specific need to dismantle the view of mathematics solely as a matter of ability and understand that gendered experiences exclude women from the STEM fields. We argue that women's negotiation of their gender as a signifier of belonging in mathematics reinforces patriarchal dominance in the field, where women are discouraged from embracing their gender and acknowledging their roles as "doers of mathematics." This study emphasizes the continued need to address gender in mathematics research and provides implications for equity in mathematical fields through the voices of women students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461884
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Weverton+Ataide+Pinheiro%22">Weverton Ataide Pinheiro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2621-3381">0000-0003-2621-3381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosa+Chávez%22">Rosa Chávez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2145-2191">0000-0002-2145-2191</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ursula+Nguyen%22">Ursula Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8176-0885">0000-0001-8176-0885</externalLink>)
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
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  Data: Women's experiences in mathematics have been a research topic for a long time. We expand on that research to ascertain whether women's experiences in mathematics have shifted in the past four decades. Through thematic analysis of semi-structured interviews, we highlight the experiences of two undergraduate women in mathematics. The findings suggest that mathematics spaces continue to be inequitable based on gender and remain predominantly male dominated. Women may feel the need to position themselves as gender-neutral friends and minimize their gender or center other experiences, such as mathematical ability, to construct a sense of belonging in mathematics. There is a specific need to dismantle the view of mathematics solely as a matter of ability and understand that gendered experiences exclude women from the STEM fields. We argue that women's negotiation of their gender as a signifier of belonging in mathematics reinforces patriarchal dominance in the field, where women are discouraged from embracing their gender and acknowledging their roles as "doers of mathematics." This study emphasizes the continued need to address gender in mathematics research and provides implications for equity in mathematical fields through the voices of women students.
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      – Text: English
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      Pagination:
        PageCount: 22
        StartPage: 40
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Womens Education
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      – SubjectFull: Females
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Equal Education
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      – SubjectFull: Gender Bias
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Educational Research
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      – SubjectFull: Research Needs
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      – SubjectFull: Student Attitudes
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      – TitleFull: Exploring Gendered Experiences of High-Achieving Undergraduate Women in Mathematics
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