Diverse storylines of entering the mathematics professoriate

Abstract Counterstories can serve an important role in disrupting stereotypes in mathematics. In this study, we examine a set of diverse narratives crafted by eight mathematicians to share with undergraduate students. We found these narratives provided alternatives to the dominant storyline that mathematicians’ career paths are linear and stem from an uninterrupted interest and success in mathematics. By presenting different ways of engaging with mathematics and entering the professoriate, these stories further disrupt dominant narratives of individualism, innate ability, and dehumanized mathematics. The stories emphasized joy in community and collaboration, renegotiating mathematical identity when encountering struggles, and bridging school and home life. These stories contribute to our understanding of basic narrative arcs and the ways mathematicians present their stories to inspire students.

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Publication Details

Journal
Educational Studies in Mathematics
Published
2026-01-22
DOI
https://doi.org/10.1007/s10649-025-10476-z
Primary Topic
Science Education and Perceptions
Type
article
Field-Weighted Citation Impact
0.00
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article

Diverse storylines of entering the mathematics professoriate

Aris Winger, Pamela Harris, Kathleen Melhuish, Shanise Walker et al.
Educational Studies in Mathematics
Science Education and Perceptions
article

Diverse storylines of entering the mathematics professoriate

Aris Winger, Pamela Harris, Kathleen Melhuish, Shanise Walker, Paul Christian Dawkins, Lino Guajardo, Kristen Lew, Priyam Patel, Rebecca Garcia, Kyeong Hah Roh, Dwight Williams Anderson, Alexander Diaz-Lopez, Edna Jones
article en

Abstract

Abstract Counterstories can serve an important role in disrupting stereotypes in mathematics. In this study, we examine a set of diverse narratives crafted by eight mathematicians to share with undergraduate students. We found these narratives provided alternatives to the dominant storyline that mathematicians’ career paths are linear and stem from an uninterrupted interest and success in mathematics. By presenting different ways of engaging with mathematics and entering the professoriate, these stories further disrupt dominant narratives of individualism, innate ability, and dehumanized mathematics. The stories emphasized joy in community and collaboration, renegotiating mathematical identity when encountering struggles, and bridging school and home life. These stories contribute to our understanding of basic narrative arcs and the ways mathematicians present their stories to inspire students.

Educational Studies in MathematicsVol. 121(3)
Tulane University (US), Texas State University (US), Central Michigan University (US), Colorado College (US), University of Utah (US), Gwinnett College (US), University of Wisconsin–Milwaukee (US), Clark Atlanta University (US), Arizona State University (US), Villanova University (US), Georgia Gwinnett College (US)
Quality Education
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Science Education and Perceptions
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