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<p>We narrate the story of Sunny, whose lived experiences shed light on gendered participation and identity formation in mathematics, particularly in relation to faculty-student relationships. Using narrative inquiry, this study illustrates how one seemingly brief and perhaps “trivial” interaction with a mathematics professor profoundly disrupted Sunny’s modes of belonging—engagement, alignment, and imagination (Wenger, <CitationRef CitationID="CR57">1998</CitationRef>). This critical moment led Sunny to question her mathematical competence and reconsider her identity as a mathematician, significantly influencing her future career trajectory. Sunny’s story reveals how gendered stereotypes and institutional norms shape women’s participation and meaning-making within mathematical communities. By tracing Sunny’s shifting sense of belonging, this study contributes to research on identity in mathematics education and highlights the need for institutional mechanisms, such as structured, inclusive mentoring, to support women’s persistence and broaden participation across mathematical spaces, including classrooms. </p>

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“He Never Took Me Seriously as a Mathematician”: Investigating Tensions in a Female Student’s Sense of Belonging, Perceived Competence and Interactions Within the Mathematics Community

  • 期刊论文

  • 发表日期：

    2025年10月27日

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  • Seyda Uysal,
  • Kathleen Michelle Clark

摘要

We narrate the story of Sunny, whose lived experiences shed light on gendered participation and identity formation in mathematics, particularly in relation to faculty-student relationships. Using narrative inquiry, this study illustrates how one seemingly brief and perhaps “trivial” interaction with a mathematics professor profoundly disrupted Sunny’s modes of belonging—engagement, alignment, and imagination (Wenger, 1998). This critical moment led Sunny to question her mathematical competence and reconsider her identity as a mathematician, significantly influencing her future career trajectory. Sunny’s story reveals how gendered stereotypes and institutional norms shape women’s participation and meaning-making within mathematical communities. By tracing Sunny’s shifting sense of belonging, this study contributes to research on identity in mathematics education and highlights the need for institutional mechanisms, such as structured, inclusive mentoring, to support women’s persistence and broaden participation across mathematical spaces, including classrooms.