(In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os

Maura Varley Gutierrez, Craig Willey, Lena Licon Khisty


In this article, the authors present the mathematics counterstories of a marginalized, non-dominant group of students: urban Latinas/os. The presentation rests on a key tenet of critical race theory: that the experiential knowledge of non-dominant people is legitimate and critical for understanding and remedying the factors and processes that subordinate groups, in this case, urban Latinas/os in mathematics. The authors use data from research on afterschool mathematics projects to provide Latina/o students perspectives, or counterstories, on their experiences with learning mathematics. Throughout their counterstorytelling, themes are uncovered that relate to Latina/o students perspectives on their mathematics learning experiences and ways in which they sometimes resist these experiences. These counterstories, in turn, offer insights that shift assumptions about marginalized students and mathematics instruction.


Latino students; critical race theory, language

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Illuminating Urban Excellence