Equity in Education: The Relationship Between Race, Class, and Gender in Mathematics for Diverse Learners

Authors

  • Debra Rohn University of North Carolina at Charlotte

Abstract

This article examines the issues of equity in relation to race, class, and gender through the social theories of Critical Race Theory, feminist theory, and post-structuralism. First, is a brief literature review or articles pertaining to issues of achieving equity in mathematics education. Next, a theoretical framework of social theories will be analyzed and discussed. Thirdly, a discussion will utilize the theories to the significant topic of equity in relation to race, class, and gender. The article concludes with recommendations and prescriptions to aid in future research endeavors, such as finding solutions to empower diverse groups of learners. These solutions include: the power of the individual to restructure their own destiny, educators deconstructing the competing principals found in schools, and utilizing single-sex classrooms as an intervention to address gender inequalities in mathematics learning outcomes.

Author Biography

Debra Rohn, University of North Carolina at Charlotte

Debra Rohn is a Ph.D. candidate in Curriculum and Instruction in Urban Mathematics Education at the University of North Carolina at Charlotte, NC. She is particularly interested in the cognitive, psychological, and social aspects of students learning mathematics and the way gender impacts students’ relationship with mathematics. She is a middle school teacher in a public school system currently conducting research in her mathematics classrooms towards her dissertation.

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Published

2013-03-01

Issue

Vol. 1 No. 1 (2013): The State of Urban Education: Implications, Directions, and Policy Reform for Increasing Student Achievement

Section

Journal Articles

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