Edutopia – Dylan Kane
“Messages in the world about who can and cannot be successful in math influence students’ perceptions of themselves. These messages hold some back and push others forward: Some students see themselves as full participants in mathematics, and some do not. These self-assessments can be predicted by race, class, gender, sexuality, and more, and they can reinforce the stereotypes in those initial messages, perpetuating inequitable educational outcomes.” (more)