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 | |
| State | Published - 9 Jun 2020 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 5 Gender Equality
Keywords
- Gender & mathematics
- Intersectionality
- Mathematics education
- Palestinian/Arab Israeli women
- Society & mathematics
All Science Journal Classification (ASJC) codes
- Education
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