Abstract / Synopsis
Using the eight dimensions of the rehumanizing framework [32] by Gutiérrez, built on a sociopolitical foundation, we report on research findings about what Latin* [41], Native American, LGBTQ+ and/or women science, technology, engineering, and mathematics (STEM) majors at two primarily white institutions (PWI) perceive as humanizing in their mathematics courses. In analysis of interviews with twenty students, we found that the core aspects of a humanized learning experience center relationality and a caring classroom environment. We then explore tensions that arose regarding the implementation of one teaching strategy reflecting the Cultures & Theirstories rehumanizing dimension, suggesting that implementation of such teaching moves matters in meeting a humanizing goal. We conclude with an expanded description of Gutiérrez’ rehumanizing framework.
DOI
10.5642/jhummath.YXVA2579
Recommended Citation
Kelly MacArthur, Derek Williams & Bryce Hughes, "STEM Major Perspectives for Humanizing Undergraduate Mathematics Classes," Journal of Humanistic Mathematics, Volume 15 Issue 1 (January 2025), pages 4-39. DOI: 10.5642/jhummath.YXVA2579. Available at: https://scholarship.claremont.edu/jhm/vol15/iss1/3
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