"Stay Silent Situation": Using Multilingual Students' Own Words Through Poetic Transcription to Tell Their Stories of Introductory College Mathematics Education

In this paper, we explore the role that silence plays for multilingual students of color within undergraduate mathematics classes. The poetic narratives presented in this paper focus on exploring the role of silence in students’ experiences. While silence often reflects marginalization (e.g., being silenced), it can also function as a mechanism for navigating different spaces, and as a form of resistance. As such, we take an asset-based and anti-deficit framing to explore how silence interacts with students’ cultural capitals, including, for example, navigation capital, resistance capital, aspirational capital, and language capital. We use poetic transcription to present students’ stories using only their own words.