{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/130047"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/130047","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Reframing mathematics identity socialization: a case study of a (dis)abled Black girl in a middle school mathematics classroom","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","abstract_has_math":false,"creators":["Griffin, Camille"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Mason, Erica N.","Mason, Erica N","Corr, Catherine","Lambert, Rachel","Neville, Helen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-07-17","date_published":"2025-07-17","updated_at":"2026-07-22T22:25:06Z","subjects":["Disability","Identity","Mathematics"],"languages":["en","eng"],"rights":["Copyright 2025 Camille Griffin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/130047","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mason, Erica N.","Mason, Erica N","Corr, Catherine","Lambert, Rachel","Neville, Helen"]},{"key":"dc:creator","label":"Author","values":["Griffin, Camille"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-07-17","2025-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability","Identity","Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Camille Griffin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/130047"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","The student, Camille Griffin, accepted the attached license on 2025-07-16 at 09:08.","The student, Camille Griffin, submitted this Dissertation for approval on 2025-07-16 at 09:17.","This Dissertation was approved for publication on 2025-07-17 at 16:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22596 on 2025-10-21 at 10:06:09","Creating inclusive and empowering mathematics learning communities where diverse students can thrive as agentic learners is a complex task. Beliefs about who can be a knower and doer of math are reflected in classroom language, relationships, and instructional practices. These socializing factors can play a role in reinforcing conceptions of students’ identities and experiences being recognized and leveraged as assets in mathematics. This qualitative case study investigated the ways a Black girl with an Individualized Education Plan (IEP) viewed and enacted her mathematics identity in her 8th grade math classroom. Data collected from twenty-six classroom observations and two interviews with the focal student highlighted how the student navigated dynamic socialization factors and as she enacted her mathematics identity. The broader implications and recommendations for future research are discussed."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Reframing mathematics identity socialization: a case study of a (dis)abled Black girl in a middle school mathematics classroom"]}]}],"canonical_facts":{"dc:contributor":["Mason, Erica N.","Mason, Erica N","Corr, Catherine","Lambert, Rachel","Neville, Helen"],"dc:creator":["Griffin, Camille"],"dc:date":["2025-07-17","2025-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01","The student, Camille Griffin, accepted the attached license on 2025-07-16 at 09:08.","The student, Camille Griffin, submitted this Dissertation for approval on 2025-07-16 at 09:17.","This Dissertation was approved for publication on 2025-07-17 at 16:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22596 on 2025-10-21 at 10:06:09","Creating inclusive and empowering mathematics learning communities where diverse students can thrive as agentic learners is a complex task. Beliefs about who can be a knower and doer of math are reflected in classroom language, relationships, and instructional practices. These socializing factors can play a role in reinforcing conceptions of students’ identities and experiences being recognized and leveraged as assets in mathematics. This qualitative case study investigated the ways a Black girl with an Individualized Education Plan (IEP) viewed and enacted her mathematics identity in her 8th grade math classroom. Data collected from twenty-six classroom observations and two interviews with the focal student highlighted how the student navigated dynamic socialization factors and as she enacted her mathematics identity. The broader implications and recommendations for future research are discussed."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/130047"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Camille Griffin"],"dc:subject":["Disability","Identity","Mathematics"],"dc:title":["Reframing mathematics identity socialization: a case study of a (dis)abled Black girl in a middle school mathematics classroom"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:06Z"}