Department of Engineering and Science Education, Clemson University, Clemson, South Carolina, United States of America.
PLoS One. 2022 Oct 7;17(10):e0275325. doi: 10.1371/journal.pone.0275325. eCollection 2022.
Research into the experiences of students in mathematics with a marginalized sexual identity has remained largely underexplored, relegating these experiences and individuals to remain invisible. In this study, we leverage Queer Theory to address this gap in research by reporting on the experiences of Queer-spectrum undergraduate students (n = 2,454) enrolled in introductory mathematics courses (Precalculus, Calculus 1, and Calculus 2) across the United States. Drawing on student data (n = 24,327) from the Student Post-Secondary Instructional Practices Survey, we examine reported outcomes of math learning experiences and access to learning environments. Overall, within introductory math courses, sexual identity had a significant relationship with accessing learning environments and mathematical learning experiences. Asexual students were among those that reported higher levels of interactions with peers and instructors, a greater sense of community & participation, positive math affect, and were more likely to access learning environments external to the course yet anticipated receiving a lower course grade when compared to straight students. Bisexual students reported lower levels of interactions with instructors, a diminished sense of community & participation, math engagement, positive math affect, and were less likely to access learning environments compared to straight students. These findings suggest that Queer-spectrum students experience mathematical learning in a different manner than their straight peers and in relation to other Queer spectrum identities. Queer-spectrum students with a sexualized identity perceive that mathematics environments are not normative places to be a part of the community, resulting in negative dispositions, reduced interactions, and lower academic success. The impact of sexual identity, although small, contributes to negative indicators of positive mathematical experiences and suggests that the normative discourses in mathematics that are identity neutral, heteronormative, and aligned with binary thinking are differentially impacting Queer-spectrum students.
对具有边缘化性身份的学生在数学方面的经历的研究在很大程度上仍未得到充分探索，使这些经历和个人仍然难以被发现。在这项研究中，我们利用酷儿理论来填补研究中的这一空白，通过报告美国大学预科微积分、微积分 1 和微积分 2 等入门数学课程中酷儿光谱本科生（n=2454 人）的经历来解决这个问题。我们利用学生在学生高等教育教学实践调查中的数据（n=24327 人），研究数学学习经历和获得学习环境的报告结果。总体而言，在入门数学课程中，性身份与获得学习环境和数学学习经历有显著关系。与异性恋学生相比，无性恋学生报告了与同学和教师更多的互动、更大的社区参与感、积极的数学情感，并且更有可能接触到课程之外的学习环境，但预计成绩会低于异性恋学生。与异性恋学生相比，双性恋学生报告了与教师较少的互动、社区参与感减弱、数学参与度降低、积极的数学情感降低，并且不太可能接触到学习环境。这些发现表明，酷儿光谱学生以不同于异性恋同学的方式体验数学学习，并且与其他酷儿光谱身份有关。具有性化身份的酷儿光谱学生认为数学环境不是参与社区的正常场所，这导致了消极的倾向、减少的互动和较低的学业成功。性身份的影响虽然很小，但对积极的数学体验的负面指标有影响，并表明在数学中，与身份无关、异性恋规范和与二元思维一致的规范话语正在对酷儿光谱学生产生不同的影响。
