Beyond learning (in)opportunities in mathematics education : advocating and curating in a rural school community
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Despite egalitarian ideals, schools and school mathematics play an integral role in the stratification of individuals, determining which individuals will occupy which positions in society and justifying the distance between those positions. To learn more about how stratification occurs, I conducted a year-long ethnography in one public elementary school in a rural community. Through iterations of observation, analysis, and reading, I examined the opportunities students and parents encountered at school and within school mathematics and considered the ways in which they negotiated those opportunities. Findings revealed five distinct educational opportunities: learning, relating, positioning, networking, and credentialing, which clustered together to create inequality. Parents secured these opportunities following two main patterns in which they either curated opportunities for their child's school experience or advocated for sufficient educational opportunity. Among other implications, these results suggest that school reform should design for better inequality that minimizes the effects most consequential to individuals who have been historically marginalized in schools.
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Ph. D.