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.
|Journal||International Journal of Educational Research|
|State||Published - 2020|
Bibliographical noteFunding 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.
© 2020 Elsevier Ltd
- Gender & mathematics
- Mathematics education
- Palestinian/Arab Israeli women
- Society & mathematics
ASJC Scopus subject areas