Exploring Queer and Trans Students’ Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space

Abstract

An emerging area of research on the diversification of science, technology, engineering, and mathematics (STEM) is that of queer and trans (QT) students who are interested in STEM education and disciplines. The purpose of our study was to identify differences in high school mathematics educational experiences by sexual orientation and gender identity. We used mathematics identity and Leyva’s STEM as a White cisheteropatriarchal space (WCHPS) as our theoretical frameworks to guide our study. Using data from Waves 1 and 2 of the High School Longitudinal Study of 2009, our exploratory analyses uncovered significant differences between QT and HC students’ mathematics identity. Regression results showed that ideological and relational dimensions of WCHPS in Grade 9 play a significant role in Grade 11 QT students’ mathematics identity. Given the exploratory approach for our study, we aim for our research to begin critical conversations in mathematics education concerning QT students to promote more enriching and welcoming learning environments.