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

Laurie H. Rubel, Nadav Ehrenfeld

Research output: Contribution to journalArticlepeer-review


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 languageEnglish
Article number101616
JournalInternational Journal of Educational Research
StatePublished - 2020

Bibliographical note

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


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

ASJC Scopus subject areas

  • Education


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