{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113090"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113090","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"“I wasn’t the only one going through it”: Understanding the mathematical experiences of Latinx STEM majors","abstract":"\"This study examines the experiences of four Latinx STEM major's mathematical experiences at a predominately white institution in the Midwest. Through the lenses of Rehumanizing Mathematics (Gutiérrez, 2017) and Sense of Belonging (Strayhorn, 2018), I argue for the use of Rehumanizing Mathematics x Sense of Belonging (RM x SB) to understand how the dimensions of Rehumanizing Mathematics seem to impact Latinx student's sense of belonging and inform how they participate/position themselves, understand their emotions and see themselves in mathematical spaces. The four participants were asked to reflect on their K-16 mathematical experiences, and through the lens of RM x SB three themes emerged. First, students reflected that it was \"\"too much to ask\"\" for mathematics to center Latinx cultures and histories, class participation was a high stakes action, and students experienced emotions of connectedness, anxiety/fear, and joy in mathematical spaces. These findings have implications for understanding how mathematical spaces can cultivate rehumanizing spaces that cultivate student's sense of belonging, joy, and connectedness. Recommendations are provided for mathematics education, and sense of belonging researchers on how combining both theoretical frameworks might help the field become more rehumanized and how educators and staff can take steps in their own spaces to help students feel a sense of connectedness and support.\"","abstract_html":""This study examines the experiences of four Latinx STEM major's mathematical experiences at a predominately white institution in the Midwest. Through the lenses of Rehumanizing Mathematics (Gutiérrez, 2017) and Sense of Belonging (Strayhorn, 2018), I argue for the use of Rehumanizing Mathematics x Sense of Belonging (RM x SB) to understand how the dimensions of Rehumanizing Mathematics seem to impact Latinx student's sense of belonging and inform how they participate/position themselves, understand their emotions and see themselves in mathematical spaces. The four participants were asked to reflect on their K-16 mathematical experiences, and through the lens of RM x SB three themes emerged. First, students reflected that it was ""too much to ask"" for mathematics to center Latinx cultures and histories, class participation was a high stakes action, and students experienced emotions of connectedness, anxiety/fear, and joy in mathematical spaces. These findings have implications for understanding how mathematical spaces can cultivate rehumanizing spaces that cultivate student's sense of belonging, joy, and connectedness. Recommendations are provided for mathematics education, and sense of belonging researchers on how combining both theoretical frameworks might help the field become more rehumanized and how educators and staff can take steps in their own spaces to help students feel a sense of connectedness and support."","abstract_has_math":false,"creators":["Cervantes, Alexandria Taylor"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Gutiérrez, Rochelle","González, Gloriana","Ruedas-Gracia, Nidia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T21:47:00Z","date_published":"2022-01-12T21:47:00Z","updated_at":"2026-07-22T22:24:53Z","subjects":["rehumanizing mathematics","Latinx","undergraduate mathematics"],"languages":["en"],"rights":["Copyright 2021 Alexandria Cervantes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113090","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gutiérrez, Rochelle","González, Gloriana","Ruedas-Gracia, Nidia"]},{"key":"dc:creator","label":"Author","values":["Cervantes, Alexandria Taylor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T21:47:00Z","2021-07-22","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["rehumanizing mathematics","Latinx","undergraduate mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Alexandria Cervantes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113090"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"This study examines the experiences of four Latinx STEM major's mathematical experiences at a predominately white institution in the Midwest. Through the lenses of Rehumanizing Mathematics (Gutiérrez, 2017) and Sense of Belonging (Strayhorn, 2018), I argue for the use of Rehumanizing Mathematics x Sense of Belonging (RM x SB) to understand how the dimensions of Rehumanizing Mathematics seem to impact Latinx student's sense of belonging and inform how they participate/position themselves, understand their emotions and see themselves in mathematical spaces. The four participants were asked to reflect on their K-16 mathematical experiences, and through the lens of RM x SB three themes emerged. First, students reflected that it was \"\"too much to ask\"\" for mathematics to center Latinx cultures and histories, class participation was a high stakes action, and students experienced emotions of connectedness, anxiety/fear, and joy in mathematical spaces. These findings have implications for understanding how mathematical spaces can cultivate rehumanizing spaces that cultivate student's sense of belonging, joy, and connectedness. Recommendations are provided for mathematics education, and sense of belonging researchers on how combining both theoretical frameworks might help the field become more rehumanized and how educators and staff can take steps in their own spaces to help students feel a sense of connectedness and support.\"","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Alexandria Cervantes, accepted the attached license on 2021-07-21 at 14:59.","The student, Alexandria Cervantes, submitted this Thesis for approval on 2021-07-21 at 15:00.","This Thesis was approved for publication on 2021-07-22 at 14:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17055 on 2022-01-12 at 12:46:38","Made available in DSpace on 2022-01-12T21:47:00Z (GMT). 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Through the lenses of Rehumanizing Mathematics (Gutiérrez, 2017) and Sense of Belonging (Strayhorn, 2018), I argue for the use of Rehumanizing Mathematics x Sense of Belonging (RM x SB) to understand how the dimensions of Rehumanizing Mathematics seem to impact Latinx student's sense of belonging and inform how they participate/position themselves, understand their emotions and see themselves in mathematical spaces. The four participants were asked to reflect on their K-16 mathematical experiences, and through the lens of RM x SB three themes emerged. First, students reflected that it was \"\"too much to ask\"\" for mathematics to center Latinx cultures and histories, class participation was a high stakes action, and students experienced emotions of connectedness, anxiety/fear, and joy in mathematical spaces. These findings have implications for understanding how mathematical spaces can cultivate rehumanizing spaces that cultivate student's sense of belonging, joy, and connectedness. Recommendations are provided for mathematics education, and sense of belonging researchers on how combining both theoretical frameworks might help the field become more rehumanized and how educators and staff can take steps in their own spaces to help students feel a sense of connectedness and support.\"","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-01-12 without embargo terms","The student, Alexandria Cervantes, accepted the attached license on 2021-07-21 at 14:59.","The student, Alexandria Cervantes, submitted this Thesis for approval on 2021-07-21 at 15:00.","This Thesis was approved for publication on 2021-07-22 at 14:37.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17055 on 2022-01-12 at 12:46:38","Made available in DSpace on 2022-01-12T21:47:00Z (GMT). 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