Date of Award
Spring 5-2026
Language
English
Document Type
Honors Thesis
Degree Name
Bachelor of Science
Department
Mathematics
Advisor/Committee Chair
Lakia Green
Abstract
Students with intersecting marginalized identities (such as race, gender, socioeconomic status, disability, or first-generation background) often face unique challenges in advanced mathematics that affect confidence, participation, amounting to a sense of belonging. These experiences remain underrepresented in mathematics education research. This qualitative, narrative-based study examines how these students experience classroom dynamics and belonging in upper-level mathematics courses. Semi-structured interviews will be analyzed thematically to identify patterns related to identity, classroom culture, instructor behavior, and peer interactions. Findings aim to highlight barriers and supportive practices, informing more inclusive teaching strategies and equitable learning environments in advanced mathematics.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Williams, Ashley, "Intersectionality and Belonging: Higher Education Mathematics" (2026). Mathematics and Statistics. 8.
https://scholarsarchive.library.albany.edu/honorscollege_math_stats/8