student’s understanding of patriarchy in the US,.student’s knowledge on gender issue related to US society,.student’s belief about stereotypes in mathematics department,.student’s perception of gender stereotypes,.We then also discussed issues of gender in the mathematics department specifically, the convert categories of interest on the second day were: On the second day, though interviewing the same students, I conducted life-story interviews where the participants had an opportunity to reconstruct their lives as a mathematics student, from elementary school to their current Ph.D. degree in mathematics?” According to the answer given for the LOQ, different follow-up questions were asked to better understand these students’ personal experiences. The Lead-Off Question (LOQ) for the first day of interviews was: “Tell me about what motivated you to pursue a Ph.D. This process of asking questions leading to a specific category of interest without asking about them directly helps ensure the reliability of this qualitative research project. The converted categories of interest were not directly asked throughout the interviews, instead, the questions were designed in ways that students would approach the topics on the converted categories of interest even though they were not asked about it. student’s understanding of stereotypes in mathematics.student’s beliefs of what a mathematician is,.
student’s connections with mathematicians,.student’s understanding of mathematics,.teachers’ influence on students’ decision to do the math,.student’s perception of work opportunities,.On the first day of interviews, my specific categories of interest were, among many others: Indirectly, each question converted to specific categories of interest. In order words, my goal was to have them tell more of their story with each question I asked. These questions were all designed to help them answer in a way that meant they would be able to reflect on the history of their lives. On the first day of interviews, I was interested in asking the participants questions about their experiences as a Ph.D.
At this primary stage, interviews have only been audio-recorded. I interviewed each participant twice, thus collecting two hours’ worth of data per participant. Three of the participants identify as caucasian Americans, one identifies as caucasian-Italian, one identifies as Asian-American, and one as Hispanic-Latina. students in different stages of their program (two, in the beginning, two in the middle, and two in the end). I have interviewed 6 female-identifying mathematics Ph.D. So far, my interviews have taken place in September 2019 in a large research institution in the Midwest of the United States of America. I inquired about their experiences within mathematical spaces (the math classroom, office, study group, faculty office, etc.) and related gendered experiences in the mathematics department. students who self-identified as women and whom I considered high mathematical achievers (this judgment was based on advanced math coursework grades) in their Ph.D. To collect the necessary data for this project, I contacted Ph.D. students who can navigate spaces that aren’t the most welcoming and representative for them – spaces that are still male-dominated, shaped by men’s experiences, and men’s ways of reasoning. I have an enthusiastic interest in the experiences of successful female-identifying mathematics Ph.D. Specifically, my project comparing women’s and men’s experiences. My research project was born out of questions regarding why mathematics departments across the world are still predominantly composed of men. This is my first blog post about my research journey with MAXQDA.
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