Experiences of Persistence and Belonging: Women Mathematicians in the Academy.

Abstract

This qualitative study analyzed the stories of six women mathematicians to deepen understanding of the challenges and successes they experienced as women academics in a male dominated field. Findings from 12 semi-structured interviews showed that academic mindsets of belonging and persistence contributed to the participants’ successes in spite of implicit racism and sexism in the academy. Data aligned with existing belonging frameworks that linked selfperception with experiences of support and involvement, and where belonging led to persistence, a common measure of success. In additional findings, a participant’s internal measure of success was defined by the interrelationship of confidence, persistence and belonging and a participant’s persistence sometimes led to her belonging through not belonging, caring belonging, belonging on her terms, or belonging through agency. All the participants were active in support of increasing diversity in mathematics; they suggested changes to the structures of the academy, shared examples of personal agency and the importance of supporting women students financially and through thoughtful pedagogies.