Luis Leyva

Luis Leyva
Vanderbilt University | Vander Bilt · Department of Teaching and Learning

PhD, Mathematics Education
Writing a chapter on gender in mathematics education for the Fourth International Handbook of Mathematics Education

About

32
Publications
11,504
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386
Citations
Introduction
I hold the position of Assistant Professor of Mathematics Education at Vanderbilt University-Peabody College. I direct the Power, Resistance & Identity in STEM (PRISM) research lab (https://my.vanderbilt.edu/prismlab/). Our lab conducts research that interrogates ideological, structural, and relational forces that shape experiences of intersectional agency and oppression among historically marginalized groups in STEM higher education. I am a former NAEd/Spencer Postdoctoral Fellow (2020).
Additional affiliations
August 2016 - present
Vanderbilt University
Position
  • Professor
Description
  • Tenure-track research faculty position
August 2016 - present
Vanderbilt University
Position
  • Instructor
Description
  • Teaching Math in Elementary Schools (Undergraduate, F16 & Sp17); Analysis of Teaching (Graduate, F16); Research Group: Identities across Educational Contexts (Graduate, F16 & Sp17); Intersectionality in STEM Higher Education (Undergraduate, F16)
September 2015 - May 2016
Rutgers, The State University of New Jersey
Position
  • Project Manager
Description
  • Validating Relational Interactions in Mathematics Classrooms (PI: Dan Battey)
Education
May 2011 - May 2016
Rutgers, The State University of New Jersey
Field of study
  • Mathematics Education
May 2010 - May 2011
Rutgers, The State University of New Jersey
Field of study
  • Mathematics Education
September 2006 - May 2010

Publications

Publications (32)
Article
Full-text available
Black queer undergraduates experience invisibility at the juncture of antiblack racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM...
Article
Full-text available
Gender research in mathematics education has experienced methodological and theoretical shifts over the past 45 years. Although achievement studies have used assessment tools to explore and subsequently challenge the assumption of male superiority on mathematics assessments, research on participation has unpacked these studies' sex-based achievemen...
Article
Full-text available
Introductory mathematics courses, including precalculus and calculus, largely influence Black and Latin* students’ persistence and sense of belonging in STEM. However, prior research on instruction in these courses for advancing more equitable outcomes is limited. This paper presents findings from a study of 18 Black and Latin* students’ perception...
Article
Full-text available
In this article, the author discusses the intersectionality of mathematics experiences for two Latin@ college women pursuing mathematics-intensive STEM (science, technology, engineering, and mathematics) majors at a large, predominantly White university. The author employs intersectionality and poststructural theories to explore and make meaning of...
Article
Full-text available
Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and/or gendered attrition in persistence with mathematics coursework and pursuits in STEM (science...
Article
Full-text available
Higher education research has documented how systems of racism, heterosexism, and trans* oppression overlap to shape unique educational barriers and support opportunities for undergraduate queer and trans* students of color (QTSOC). However, inquiry on STEM pedagogy is a void in this body of literature, which can provide discipline-specific insight...
Conference Paper
Full-text available
Research studies exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students largely have focused on features of organizational structures (e.g., support programs), but minimally examined instructional practices and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty re...
Article
Full-text available
Undergraduate calculus instruction is a contributor to racialized and gendered trends of STEM persistence and disidentification with mathematics. However, the nature of instruction that promotes equitable learning opportunities for disrupting such negative outcomes and experiences among historically marginalized populations is underexplored. To fil...
Article
Full-text available
Background: Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race...
Article
Full-text available
Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and instruct...
Chapter
This case study discusses how conceptions of mathematics instruction as race- and gender- neutral impede inclusive teaching in undergraduate pre-calculus and calculus. Drawing on a larger study that explores instructors’ and students’ perceptions of instructional events, which white women and racially minoritized students identified as discouraging...
Chapter
Research on Latina women’s undergraduate STEM experiences details how interlocking systems of racism and patriarchy shape microaggressions of ability and limit opportunities for academic recognition. Considering the gatekeeping influence of mathematics in higher education and constructions of a racial-gendered hierarchy of mathematical ability, it...
Article
Full-text available
This study proposes and employs a framework that characterizes mathematics education as a white, patriarchal space to analyze undergraduate Black women’s narratives of experience in navigating P–16 mathematics education. The framework guided a counter-storytelling analysis that captured variation in Black women’s experiences of within-group tension...
Conference Paper
This symposium advances the discussion on transdisciplinarity as a key theoretical construct to disrupt hegemonic disciplinary silos in the learning sciences and to open up equitable and inclusive disciplinary practices that make visible the silenced voices and hidden histories. This symposium is a collection of five papers connected to the central...
Chapter
This chapter presents an analysis from a larger study about historically marginalized college students’ constructions of academic and social identities through narratives of their P–16 mathematics experiences. In particular, this analysis focuses on detailing experiences of struggle and support in Black women’s mathematical development through thei...
Conference Paper
Full-text available
Undergraduate mathematics instruction contributes to marginalization among women and racially minoritized individuals’ experiences. This report presents an analysis from a larger study that details variation in minoritized students’ perceptions of potentially marginalizing events in undergraduate mathematics instruction. With past research on under...
Conference Paper
Full-text available
The SIGMAA on Research in Undergraduate Mathematics Education (RUME) community recently had to grapple with issues encountered as a result of California state law, which states that, “California must take action to avoid supporting or financing discrimination against lesbian, gay, bisexual, and transgender people” (California Assembly Bill No. 1887...
Article
Full-text available
While research has consistently shown the positive effects of having a teacher of the same race on various student outcomes, the literature has not examined how racial match affects the everyday interactions within classrooms. This research article by Dan Battey, Luis A. Leyva, Immanuel Williams, Victoria A. Belizario, Rachel Greco, and Roshni Shah...
Chapter
Scholars continue to document that African American kindergartners bring the same competencies as their white peers (Ginsburg et al, Int J Psychol 16(1):13–34, 1981; O’Connor et al, Rev Res Educ 33(1):1–34, 2009). Research has found, however, that they experience low-quality mathematics instruction (Davis and Martin, J Urban Math Educ 1(1):10–34, 2...
Conference Paper
Full-text available
While Latinxs complete undergraduate engineering degrees at lower rates than Whites and Asians, Latinx men trail behind Latinx women who recently earned over half of engineering and science degrees conferred to Latinxs. With multiple semesters of mathematics required in engineering majors, qualitative analyses of undergraduate Latinx men’s strategi...
Conference Paper
Full-text available
CITATION: Walshaw, M., Chronaki, A., Leyva, L., Stinson, D. W., Nolan, K., & Mendick, H. (2017). Beyond the box: Rethinking gender in mathematics education research – Proposal for a symposium. In A. Chronaki (Ed.), Proceedings of the 9th International Mathematics Education and Society Conference (MES9, Vol. 1, 184–188). Volos, Greece: MES9. ABSTRAC...
Article
Full-text available
In this article, the authors provide a framework for understanding whiteness in mathematics education. While whiteness is receiving more attention in the broader education literature, only a handful of scholars address whiteness in mathematics education in any form. This lack of attention to whiteness leaves it invisible and neutral in documenting...
Conference Paper
Full-text available
While disparities in the quality of mathematics instruction and learning opportunities are well documented in the literature for African American students, mechanisms that produce these disparities are harder to detail. We argue that work on implicit racial attitudes can contribute significant insights into the ways in which instruction and learnin...
Poster
Full-text available
Latin@s demonstrated an increase of nearly 75% in engineering degree completion over the last 15 years (National Science Foundation [NSF], 2015). However, Latin@s remain largely underrepresented across STEM disciplines with scholars calling for in-depth qualitative analyses of their undergraduate education experiences to improve retention (Cole & E...
Conference Paper
Full-text available
Wendy Faulkner first introduced the technical/social dualism in her 2000 article to detail engineering as a gendered space where technical skills are valued over social competence and thus deemed a masculinized trait. This paper draws on our review of research of peer-reviewed journal articles, handbook chapters, and refereed conference proceedings...
Conference Paper
Full-text available
Latin@s demonstrated an increase of nearly 75% in engineering degree completion over the last 15 years (National Science Foundation, 2015). However, Latin@s remain largely underrepresented across STEM disciplines with scholars calling for analyses of their undergraduate education experiences to improve retention (Cole & Espinoza, 2008; Crisp, Nora,...
Conference Paper
Full-text available
The ideology of whiteness has received little attention in mathematics education. In this paper, we develop a framework for documenting how whiteness shapes mathematics education as a racialized space. Drawing on the sociological concept of “white institutional space” (Feagin, Vera, & Imani, 1996; Moore, 2008), the framework examines mathematics ed...
Conference Paper
Full-text available
Research on mathematics instruction often focuses on issues of problem solving, explanations, and discussions. However, relational aspects of classrooms may be just as important, particularly in understanding the success or failure of underserved students. The paper briefly looks across four studies that examine dimensions of relational interaction...
Conference Paper
Full-text available
The research examined how teacher-student relational interactions affect students' mathematics achievement and learning. Namely, the paper highlights the different ways that mathematics teachers relate to their students and the subsequent impact on outcomes for mathematics success. Analyzing 7 second and third-grade classrooms in a large urban dist...

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Projects

Projects (5)
Project
This five-year project seeks to galvanize transformation in the culture of STEM departments at Hispanic-Serving institutions through the development of equity-minded curricular pathways and instructional practices in gateway courses, including calculus and statistics. Findings will inform organizational and pedagogical practices in STEM departments that affirm undergraduate Latin* students’ intersectional identities and advance their persistence in STEM majors.
Project
This project explores the lived experiences of Black, Latin*, and Asian LGBTQ+ undergraduate students pursuing STEM majors across U.S. historically white and minority-serving universities. Findings inform classroom instruction and co-curricular support that promote STEM persistence as well as affirm intersectional identities among queer and trans* students of color. Funding sources for various lines of inquiry in the project include National Academy of Education/Spencer Foundation Postdoctoral Fellowship and the Vanderbilt University-Peabody College Small Research Grant initiative.
Archived project
(Project writing was funded by the National Academy of Education and Spencer Foundation Dissertation Fellowship Program.) This one-year phenomenological study used intersectionality theory to examine Latin@ women’s and Latin@ men’s mathematics success as engineering students at a large, predominantly white four-year university. Drawing on my prior findings of college mathematics as a socially exclusionary experience, the study detailed five Latin@ engineering students’ strategies in negotiating their academic success with their racial, gender, and other social identities across different spaces including mathematics classrooms, home, peer networks, and the university. This study consisted of semi-structured interviews, a focus group, and monthly observations in college mathematics classrooms. A three-tiered analytical framework was used to look across the institutional, interpersonal, and ideological influences on the Latin@ college engineering students’ mathematics success. Findings from this study not only addressed the research gap on qualitatively exploring Latin@s’ success in postsecondary STEM education, but also informed ways in which institutions can better support Latin@ engineering students in navigating academic spaces including college mathematics.