International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach
APA
In-text citation: (Ataide Pinheiro, 2021)
Reference: Ataide Pinheiro, W. (2021). Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. International Electronic Journal of Mathematics Education, 16(3), em0652. https://doi.org/10.29333/iejme/11090
AMA
In-text citation: (1), (2), (3), etc.
Reference: Ataide Pinheiro W. Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. INT ELECT J MATH ED. 2021;16(3), em0652. https://doi.org/10.29333/iejme/11090
Chicago
In-text citation: (Ataide Pinheiro, 2021)
Reference: Ataide Pinheiro, Weverton. "Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0652. https://doi.org/10.29333/iejme/11090
Harvard
In-text citation: (Ataide Pinheiro, 2021)
Reference: Ataide Pinheiro, W. (2021). Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. International Electronic Journal of Mathematics Education, 16(3), em0652. https://doi.org/10.29333/iejme/11090
MLA
In-text citation: (Ataide Pinheiro, 2021)
Reference: Ataide Pinheiro, Weverton "Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0652. https://doi.org/10.29333/iejme/11090
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ataide Pinheiro W. Dismantling the ‘All-Boys Club’ A Narrative of Contradictions Women Experience in PhD Mathematics Programs: A Freirean Approach. INT ELECT J MATH ED. 2021;16(3):em0652. https://doi.org/10.29333/iejme/11090

Abstract

Gender issues in mathematics education received fairly attention several decades ago, mainly because women and men performed differently, with men usually outperforming women. The research on such phenomena originated a series of studies on the so-called ‘achievement-gap.’ After many years of research on the achievement gap, such a gap has shown to have disappeared. However, recent studies have shown that there are fewer women who choose STEM-related fields than male peers. Suppose women are not choosing mathematics, but concomitantly research has pointed out that women and men have similar mathematics capabilities; why are women disproportionately part of the field? Since current statistics show that 90-95% of doctoral mathematics students are men, this study examines why school mathematics is still a male-dominant field. The data presented in this paper was collected using life-story interviews. Freirean methodology was used to analyze the contradictions in women’s PhD student experiences. The findings point to contradictions in women’s experiences in mathematics regarding success and challenges women have faced in mathematics and are discussed in depth in the findings and discussion sections of this paper.

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