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Abstract
This sequential explanatory mixed methods study examined Black and Latina female students’ sense of belonging in gateway mathematics. Using the theoretical perspectives of intersectionality, sense of belonging, and authorizing student perspectives, I explored how students’ intersectional identities shaped their belonging experiences in college algebra and precalculus courses. Conducted at a diverse, public open-access minority-serving institution, this study provides unique insights into belonging experiences within a racially diverse mathematics classroom environment and offers critical understanding of belonging in an underexplored educational context. In the quantitative phase, I surveyed 1,136 students (pre-survey) and 639 students (post-survey) using demographic questionnaires and an adapted Sense of Belonging Scale. I conducted ANOVA and ANCOVA analyses to examine belonging differences and changes across racial and gender groups. In the qualitative phase, I conducted interviews with 13 Black and Latina female participants and collected 11 mathematics autobiographies. I analyzed the qualitative data using reflexive thematic analysis.
Quantitative results revealed comparable belonging scores across demographic groups, with only one significant difference: Latina female students reported slightly lower pre-belonging scores than Black male students. Mathematics affinity and expected grades were significantly associated with belonging rather than race or gender, while faculty significantly influenced belonging changes.
From the qualitative findings, I identified six factors that positively influenced belonging: professors’ mathematical microaffirmations, perception of professors as caring, encouragement of peer collaboration, peer connections, positive mathematics self-efficacy, and classroom diversity. I also identified six factors that negatively influenced belonging: professors’ mathematical microaggressions, perception of professors as uncaring, limited peer collaboration, lack of peer connections, negative mathematics self-efficacy, and past negative mathematics experiences.
Through integration of findings, I found that in this diverse institution, students’ mathematics self-efficacy and faculty-student relationships were more salient to belonging in than racial or gender identity. Students created peer support systems serving as buffers against negative belonging factors. Belonging requires intentional, sustained faculty efforts including mathematical microaffirmations, collaborative learning structures, and individualized support.
These findings contribute to understanding the sense of belonging in diverse mathematics classrooms and provide practical implications for creating inclusive learning environments where all students can develop a strong sense of belonging in mathematics courses.