Understanding and addressing how race, gender, and other social identities affect the teaching and learning process has become a national concern. This is particularly urgent in mathematics education, where for decades the National Council of Teachers of Mathematics (NCTM) has underscored the need to broaden access to the mathematics pipeline, especially for students from underrepresented groups (NCTM, 2000, 2014). While research has revealed a number of structural disparities (e.g., access to advanced mathematics courses) that fall along social lines, less is known about how social identities shape students’ mathematics learning opportunities at the level of everyday classroom interaction. What is needed are new methodologies for studying how social identities organize marginalization and privilege in mathematics classrooms at this interactional level.
The purpose of this conference is to initiate cross-disciplinary dialogue on innovative methodologies for examining the often subtle, hard-to-capture role of social identities in mathematics teaching and learning interactions. We propose to bring together researchers both within mathematics education and outside mathematics education, in fields such as social psychology and sociolinguistics. By bridging these disciplines, the conference aims to spark new methodological approaches to understanding and addressing this critical issue in mathematics education.