Date of Award
Doctor of Education (Ed.D.)
Education: Curriculum and Teaching
This youth participatory action research (YPAR) study employing survey and case study design sought to explore and document the influence of YPAR participation on Black and Latine high school students’ perceptions of their mathematics identity development, what they learned about their peers’ and their own mathematics perceptions and lived experiences, and their recommendations for change in their own school and mathematics education in general. Eight high school participants were invited to engage in 12 YPAR study sessions that drew on the literature of mathematics identity, equity in mathematics education, and YPAR and were grounded in a theoretical framework including culturally sustaining pedagogy, critical race theory in mathematics education, and situated expectancy-value theory. Data were collected through pre-study and post-study surveys, post-study semi-structured interviews, participant artifacts, field notes, and memos. Findings indicated that participation in YPAR and the development of emerging young researcher identities enriched participants’ understanding of their complex mathematics identities. Furthermore, findings demonstrated the importance of creating culturally sustaining mathematics classroom spaces where all students can experience growth and success. Moreover, they affirmed the value of centering the voices of youth, which are often absent from the research, as well as involving youth as key members of any “collective action that addresses the problem” (Duncan-Andrade & Morrell, 2008, p. 12) of educational inequity in our schools.
Severns, Maya A., "“I’m Now Always Thinking About Math”: Exploring Mathematics Identities, Beliefs, and Lived Experiences Through YPAR" (2023). CUNY Academic Works.