This summer, the recipients of the Mindset Scholars Network Inclusive Mathematics Environments (IME) Early Career Fellowship have been exploring a range of questions related to mathematics learning environments. Fellowships were awarded to 11 outstanding emerging scholars in the fields of education, mathematics, psychology, social work, and sociology.

In collaboration with content-area mentors, ten fellows are synthesizing research on inclusive mathematics classrooms for minoritized students in middle childhood through mid-adolescence for scientific audiences, and one fellow is producing an interpretive summary of their work, drawing out insights for practice and policy audiences. Through this fellowship, they will promote understanding of learning-mindset supportive and inclusive mathematics environments while building a community of interdisciplinary colleagues who are collectively advancing knowledge in this area.

Their guiding questions are as follows:

  • Priyanka Agarwal, University of California, Irvine: How do young girls and sexually minoritized youth come to resist (or actively disrupt) epistemic bias influenced by genderism and sexism during mathematics classes?

Mentor: Tesha Sengupta-Irving, Vanderbilt University

  • Grace Chen, Vanderbilt University: By what processes do marginalization and exclusion happen in mathematics classrooms, and what does that suggest about how to not only mitigate or resist/challenge marginalization and exclusion but to imagine something new?

Mentor: Ilana Horn, Vanderbilt University

  • Jessica Gladstone, New York University: What factors shape the effectiveness of role models in supporting the development of positive identity and psychological experiences in mathematics, particularly for students who have been minoritized in mathematics?

Mentor: Andrei Cimpian, New York University

  • Anthony Johnson, Harvard University: How does the culture of STEM environments—as expressed through norms and practices—facilitate or impede inclusion based in social class, race or ethnicity, and gender?

Mentor: Jennifer Langer-Osuna, Stanford University

  • Katie Kroeper, Indiana University: What strategies can teachers use to foster identity safe mathematics classrooms for their students that belong to groups typically devalued and/or underrepresented in mathematics contexts?

Mentor: Mary Murphy, Indiana University

  • Dana Miller-Cotto, University of California, San Francisco: How can we leverage classroom opportunities to affirm Black and Brown students’ identities in mathematics?

Mentor: Neil Lewis, Jr., Cornell University

  • Nickolaus A. Ortiz, Georgia State University: What forms of capital do Black students possess that could be advantageous to the learning of mathematics?

Mentor: Nathan N. Alexander, Morehouse College

  • Stacy Priniski, Michigan State University: What strategies can teachers use to create content and spaces that are responsive to all of the learners in their classrooms?

Mentor: Dustin Thoman, San Diego State University

  • Matt Voigt, San Diego State University: What are the experiences of queer and trans-spectrum students in mathematics and STEM environments and what are the factors that contribute to inclusive mathematics environments for queer spectrum students?

Mentor: Daniel Lee Reinholz, San Diego State University

  • Charles Wilkes, University of Michigan: What features of mathematics environments nurture positive mathematical identities for Black learners?

Mentor: Deborah Loewenberg Ball, University of Michigan 

  • Nicole Williams Beechum, the University of Chicago: [Interpretive Summary] What is student success in mathematics and what matters for the success of minoritized student learners in mathematics environments?

Mentor: Camille Farrington, University of Chicago

IME Early Career Fellowship directors include MSN Director of Research, Shanette Porter, and MSN scholar and University of Pittsburgh professor, Tanner LeBaron Wallace. Together, they provide substantive writing and professional support to fellows. The IME Early Career Fellowship advisory team includes experts in the areas of learning-mindset supportive and inclusive mathematics classrooms, including Deborah Ball (University of Michigan), Maisie Gholson (University of Michigan), DeLeon Gray (Michigan State University), Luis Leyva (Vanderbilt University), Jamaal Matthews (Montclair State University), and Na’ilah Nasir (Spencer Foundation).

The Mindset Scholars Network will continue to publicize the fellows’ important work.


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