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Mathematics Education Research Journal

, Volume 26, Issue 2, pp 421–438 | Cite as

“Juntos pero no revueltos”: microaggressions and language in the mathematics education of non-dominant Latinas/os

  • Carlos A. LópezLeiva
  • Lena Licón Khisty
Original Article
First Online:

Abstract

In this paper, we discuss the characteristics of microaggressions based on minority language(s) as a form of discriminatory practice against non-dominant students in the mathematics context. Microaggressions are subtle, brief, and commonplace verbal, behavioral, or visual negative slights or insults toward people of color. We extend the concept of microaggression to include discrimination based on a minority language. We draw on our work with Latinas/os in the USA to demonstrate the occurrence of microaggressions in the teaching act. Revealing microaggressions based on language has the potential of creating more equitable learning environments for non-dominant students and can point to possible directions for future research and improvements in the preparation of teachers who serve non-dominant students who speak a language other than the school’s official language.

Keywords

Interactions Mathematics problem solving Microaggressions Non-dominant students Latinas/os Spanish 
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Notes

Acknowledgments/credits

The preparation of this paper was supported in part by a grant from the National Science Foundation to the Center for the Mathematics Education of Latinos (No. ESI-0424983). The findings and opinions expressed here are those of the author(s) and do not necessarily reflect the views of the funding agency.

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Copyright information

© Mathematics Education Research Group of Australasia, Inc. 2014

Authors and Affiliations

  1. 1.Department of Language, Literacy, & Sociocultural Studies University of New MexicoAlbuquerqueUSA
  2. 2.Curriculum & InstructionUniversity of Illinois at ChicagoOak BrookUSA

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