Dominant Discourses About What It Means to Be “Good” at Mathematics: How High-Achieving Young Women Negotiate Tensions Within Their Evolving STEM Identities

Dominant Discourses About What It Means to Be “Good” at Mathematics: How High-Achieving Young Women Negotiate Tensions Within Their Evolving STEM Identities

Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These dominant discou...

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Bibliographic Details
Main Authors: Terrie Galanti, Nancy Holincheck
Format: Article
Language:English
Published: MDPI AG 2025-01-01
Series:Education Sciences
Subjects:
identity
gender
mathematics
acceleration
algebra
calculus
Online Access:https://www.mdpi.com/2227-7102/15/1/92
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