Honors Program Theses
Award/Availability
Open Access Honors Program Thesis
First Advisor
Catherine Miller, Honors Thesis Advisor
Keywords
Mathematics--Study and teaching (Secondary); Teenage girls--Education (Secondary); Sexual minority students--Education (Secondary);
Abstract
An extensive literature review was conducted to analyze how a secondary mathematics teacher can best support female and LGBTQ students. While extensive research has been conducted about the gender gap in STEM, concerning female students, little research has been done that includes LGBTQ students. While female students have made great improvements in mathematics participation and achievement, there is still work to be done. LGBTQ students face similar difficulties as female students but have not received the same attention and research as female students. This research indicates there are more things teachers should be doing to support students who have been historically marginalized in mathematics.
Year of Submission
5-2020
Department
Department of Mathematics
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
Date Original
5-2020
Object Description
1 PDF file (20 pages)
Copyright
©2020 Alexa DeVore
Language
en
File Format
application/pdf
Recommended Citation
DeVore, Alexa, "How to create a radically inclusive math classroom with regards to gender and sexual orientation" (2020). Honors Program Theses. 427.
https://scholarworks.uni.edu/hpt/427
