Author

Nicole Hreno

Date of Award

Summer 2019

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Christopher Bogiages

Abstract

Prompted by the manifestations of decreased levels of mathematical self-efficacy among the female students in my district, the purpose of this study was to investigate the source of self-efficacy development that was most influential among our female students and engage in praxis to combat these gender inequities. Grounded in critical feminist theory, I engaged six teacher-researchers in participatory action research through qualitative methodologies. Using questionnaires to examine the worldviews of our female students, the emergent study was guided by these voices which were previously silenced. The interventions employed were a direct result of the females’ expressed mathematical experiences, leading us to target physiological states as the source of selfefficacy development. Through a series of focus groups, the team of teacher-researchers collaboratively generated, evaluated, and revised an action plan of interventions aimed at supporting female self-efficacy development in math by attending to factors that produce and exacerbate negative physiological states. The interventions employed throughout the reflexive action plan cycles included math-focused morning meetings, journaling, a coping toolkit, role model interaction, and home connections. The evolving action plan allowed us to combat the hegemonic and androcentric culture of mathematics that oppresses female self-efficacy development and limits females’ access to and participation in mathematical learning.

Share

COinS