Critical, Intersectional, Quantitative Analyses of Instructional Practices and Changes in Undergraduate Students’ Math Affect
- 21 June 2024
- journal article
- research article
- Published by Springer Nature in International Journal of Research in Undergraduate Mathematics Education
- Vol. 11 (3) , 459-490
Abstract
No abstract availableKeywords
Funding Information
- National Science Foundation (1430540)
- National Science Foundation (1624643)
- National Science Foundation (1624610)
- National Science Foundation (1624628)
- National Science Foundation (1624639)
This publication has 75 references indexed in Scilit:
- “It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identitiesJournal of Research in Science Teaching, 2022
- Hidden competence: women’s mathematical participation in public and private classroom spacesEducational Studies in Mathematics, 2019
- High Burden of Mental Health Problems, Substance Use, Violence, and Related Psychosocial Factors in Transgender, Non-Binary, and Gender Diverse Youth and Young AdultsArchives of Sexual Behavior, 2019
- Talking about Leaving Revisited2019
- Mathematics education in Lebanon: gender differences in attitudes and achievementEducational Studies in Mathematics, 2016
- ggplot22016
- The learning outcomes race: the value of self-reported gains in large research universitiesHigher Education, 2012
- Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. studentsScience Education, 2011
- Simultaneous Inference in General Parametric ModelsBiometrical Journal, 2008
- Expectancy–Value Theory of Achievement MotivationContemporary Educational Psychology, 2000