Palestinian/Arab Israeli women's experiences in mathematics education: An intersectional analysis

Laurie H. Rubel; Nadav Ehrenfeld

doi:https://doi.org/10.1016/j.ijer.2020.101616

Palestinian/Arab Israeli women's experiences in mathematics education: An intersectional analysis

Laurie H. Rubel, Nadav Ehrenfeld

University of Haifa

Research output: Contribution to journal › Article › peer-review

Abstract

Gender-based achievement and participation gaps in mathematics among Palestinian/Arab Israelis favor girls and women, in the face of various intersecting challenges. We follow the stories of Palestinian/Arab Israeli women students in mathematics education to better understand the context of their success in school mathematics and early career trajectories. Our analysis shows emergent related master-narratives: of Israel as a meritocracy; diligence as key to success in mathematics for girls and women; and mathematics achievement holding precious exchange-value. Guided by critical race feminism and Scott's notions of public/hidden transcripts, our intersectional analysis shows how the women's stories confirm, challenge, and inflect these narratives. We propose directions for further research and additional implications.

Original language	American English
Article number	101616
Number of pages	12
Journal	International Journal of Educational Research
Volume	102
DOIs	https://doi.org/10.1016/j.ijer.2020.101616
State	Published - 9 Jun 2020

Keywords

Gender & mathematics
Intersectionality
Mathematics education
Palestinian/Arab Israeli women
Society & mathematics

All Science Journal Classification (ASJC) codes

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://doi.org/10.1016/j.ijer.2020.101616

Cite this

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title = "Palestinian/Arab Israeli women's experiences in mathematics education: An intersectional analysis",

abstract = "Gender-based achievement and participation gaps in mathematics among Palestinian/Arab Israelis favor girls and women, in the face of various intersecting challenges. We follow the stories of Palestinian/Arab Israeli women students in mathematics education to better understand the context of their success in school mathematics and early career trajectories. Our analysis shows emergent related master-narratives: of Israel as a meritocracy; diligence as key to success in mathematics for girls and women; and mathematics achievement holding precious exchange-value. Guided by critical race feminism and Scott's notions of public/hidden transcripts, our intersectional analysis shows how the women's stories confirm, challenge, and inflect these narratives. We propose directions for further research and additional implications.",

keywords = "Gender & mathematics, Intersectionality, Mathematics education, Palestinian/Arab Israeli women, Society & mathematics",

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AU - Ehrenfeld, Nadav

N1 - Funding Information: The research reported in the (book, article, or monograph) was made possible (in part) by a grant from the Spencer Foundation (# 201800056 ) to Laurie Rubel. The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation. Publisher Copyright: © 2020 Elsevier Ltd

PY - 2020/6/9

Y1 - 2020/6/9

N2 - Gender-based achievement and participation gaps in mathematics among Palestinian/Arab Israelis favor girls and women, in the face of various intersecting challenges. We follow the stories of Palestinian/Arab Israeli women students in mathematics education to better understand the context of their success in school mathematics and early career trajectories. Our analysis shows emergent related master-narratives: of Israel as a meritocracy; diligence as key to success in mathematics for girls and women; and mathematics achievement holding precious exchange-value. Guided by critical race feminism and Scott's notions of public/hidden transcripts, our intersectional analysis shows how the women's stories confirm, challenge, and inflect these narratives. We propose directions for further research and additional implications.

AB - Gender-based achievement and participation gaps in mathematics among Palestinian/Arab Israelis favor girls and women, in the face of various intersecting challenges. We follow the stories of Palestinian/Arab Israeli women students in mathematics education to better understand the context of their success in school mathematics and early career trajectories. Our analysis shows emergent related master-narratives: of Israel as a meritocracy; diligence as key to success in mathematics for girls and women; and mathematics achievement holding precious exchange-value. Guided by critical race feminism and Scott's notions of public/hidden transcripts, our intersectional analysis shows how the women's stories confirm, challenge, and inflect these narratives. We propose directions for further research and additional implications.

KW - Gender & mathematics

KW - Intersectionality

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KW - Society & mathematics

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ER -

Palestinian/Arab Israeli women's experiences in mathematics education: An intersectional analysis

Abstract

Keywords

All Science Journal Classification (ASJC) codes

UN SDGs

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