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Title: Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students
Authors: Solomon, Yvette
Lawson, Duncan
Croft, Tony
Keywords: Mathematics
Undergraduates
Learner identities
Self-positioning
Resistance
Issue Date: 2011
Publisher: Routledge (© Taylor and Francis)
Citation: SOLOMON, Y., LAWSON, D. and CROFT, T., 2011. Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students. Gender and Education, 23 (5), pp. 565-583.
Abstract: Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.
Description: This item was published in the jounal, Gender and Education [© Taylor and Francis]. The definitive version is available online at: http://www.tandfonline.com/doi/abs/10.1080/09540253.2010.512270
Version: Accepted for publication
DOI: 10.1080/09540253.2010.512270
URI: https://dspace.lboro.ac.uk/2134/8630
Publisher Link: http://dx.doi.org/10.1080/09540253.2010.512270
ISSN: 1360-0516
0954-0253
Appears in Collections:Published Articles (Mathematics Education Centre)

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