Multilingual Immigrant High School Seniors’ of Color Experiences in a Transition Math Course: Intersectional Discourses of Race, Language, and Mathematics

Abstract

This qualitative case study investigated multilingual immigrant high school seniors’ of color experiences in a transition mathematics course, Pathways to Higher Education Mathematics . Transition mathematics courses are designed to prepare students, deemed not on track for graduation, for college-level mathematics. Furthermore, I employed Critical Race Theory, Intersectionality as a Social Theory and a Poststructural Theory of discourses to analyze the intersectional discourses expressed by students in relation to race, language and perceptions of mathematics capabilities with their schooling experiences. Multilingual immigrant students are often not adequately prepared to meet high school graduation requirements and thus are disproportionately placed in low-track or transition mathematics courses. There is also minimal research on transition courses or multilingual immigrant students’ experiences in these classes. Findings showed limited opportunities for mathematical reasoning within the course materials and structure. There were patterns of limited participation and collaboration along with high skipping rates. Students primarily saw the course purpose as a step toward graduating high school versus preparing them for higher education or a source of mathematical learning. Furthermore, students saw Pathways as a class for “dumb” people. I explored how students internalized deficit discourses of race, language and perceptions of a racial hierarchy in terms of mathematical abilities based on their experiences in Pathways. I also discuss how these discourses and experiences shaped their perceptions of their future mathematics trajectories. This research adds to the field of mathematics education by highlighting students’ experiences and perspectives in transition courses. It also contributes to the understanding of how students internalize racialized and intersectional discourses of the use of English in math classrooms and perceptions of race and mathematics intelligence.