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Queer identity and theory intersections in mathematics education: a theoretical literature review

  • SI: Innovations in 'Gender Issues' Research in Mathematics Education
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Abstract

Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.

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Fig. 1
Fig. 2

Notes

  1. I use the term sexualitied in keeping with Bowers’s (2019) use in the adjective form, parallel to the term “gendered,” and in place of the term “sexual.” In this usage, sexualitied (adj.) means relating or specific to people of one particular sexuality.

  2. I use the term Discourses (capital D) in the way described by Gee (1999) to describe not only the words and actions one uses to talk about something, but also the social and cultural norms, language, and power structures which collide to formulate the ways in which one conceptualizes that thing.

  3. I use the term Latine as the gender-neutral version of Latino or Latina. There are other scholars such as Gutiérrez (2013) who have used the term Latinx, although there is some controversy over the term in the Spanish-speaking community as it is an Anglicized solution, not a Spanish-language solution, and it does not reflect the natural language of Spanish-speakers. Here, I use Latine to mean the same as Latinx.

  4. I use the term external immediacy to refer to the immediate ontological precipice of general theory in the materialist sense, being external to the individual. The reverse applies to internal immediacy, meaning internal to the individual.

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Acknowledgments

The author thanks Christopher Dubbs for his assistance in the literature search and Julia Truman for her helpful conversations and insights.

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    Alexander S. Moore

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Appendix

Appendix

This appendix includes two tables, Table 1 and Table 2. All citations for references mentioned in this appendix are included in the References list of the main manuscript.

Table 1 Results from Phase 1: Systematic search
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Table 2 Results from Phase 2: Emergent-Discovery Search, Ancestral-Progeny Search, and Professional Colleagues’ Recommendations
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Moore, A.S. Queer identity and theory intersections in mathematics education: a theoretical literature review. Math Ed Res J 33, 651–687 (2021). https://doi.org/10.1007/s13394-020-00354-7

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