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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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-01-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/1/92 |
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