Rochelle Gutiérrez
Datos Biográficos
| ID | 3887756 |
|---|---|
| NOMBRE | Rochelle Gutiérrez |
| NOMBRES | Rochelle |
| APELLIDO | Gutiérrez |
| FIRMA | GUTIÉRREZ R |
| AFILIACIONES | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-2430-3201 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1996 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Sometimes emotions are really beneficial and important”
A Love Letter to Women, Femme, and Nonbinary Critical Scholars of Color
In this love letter, we explore our siSTARhood through we-search as critical women of Color scholars in mathematics teacher education in predominantly white institutions. We analyze the siSTARhood, love, joy, strength, and healing we find with ourselves, each other, and our relationships. Drawing on the Four I's of Oppression (ideological, institutional, interpersonal, internalized), we flip the framework to theorize the Four I's of Love in SiSTA…
Maintaining Tensions
Although the field of mathematics education has made gains in centering the need for justice-oriented approaches and antiracist teaching practices in teacher education, much of this work remains in its infancy. Moreover, research focused on this area highlights teacher candidates’ knowledge and dispositions and often ignores the role of the mathematics teacher educators facilitating the process. We contend that mathematics teacher educators must …
The Sociopolitical Turn in Mathematics Education
Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlight…
Research Commentary
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about student…
Beyond Essentialism
This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers’ work with Latina/o students suggests that some of the strategies used by elementary and middle s…
Advancing African-American, Urban Youth in Mathematics
This case study explores the contextual factors involved in one high school mathematics department that is successful in getting African-American students to take advanced levels of mathematics. Examination of the school site, teacher and staff interviews, and school documents highlight the particular manner in which student success may be aided by five characteristics of the department: a rigorous curriculum and the support to maneuver through i…
Advancing Urban Latina/o Youth in Mathematics
Latino High School Graduation
Beyond Essentialism
This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers’ work with Latina/o students suggests that some of the strategies used by elementary and middle s…
Advancing African-American, Urban Youth in Mathematics
This case study explores the contextual factors involved in one high school mathematics department that is successful in getting African-American students to take advanced levels of mathematics. Examination of the school site, teacher and staff interviews, and school documents highlight the particular manner in which student success may be aided by five characteristics of the department: a rigorous curriculum and the support to maneuver through i…
Advancing Urban Latina/o Youth in Mathematics
A Love Letter to Women, Femme, and Nonbinary Critical Scholars of Color
In this love letter, we explore our siSTARhood through we-search as critical women of Color scholars in mathematics teacher education in predominantly white institutions. We analyze the siSTARhood, love, joy, strength, and healing we find with ourselves, each other, and our relationships. Drawing on the Four I's of Oppression (ideological, institutional, interpersonal, internalized), we flip the framework to theorize the Four I's of Love in SiSTA…
Latino High School Graduation
Advancing Urban Latina/o Youth in Mathematics
Advancing African-American, Urban Youth in Mathematics
This case study explores the contextual factors involved in one high school mathematics department that is successful in getting African-American students to take advanced levels of mathematics. Examination of the school site, teacher and staff interviews, and school documents highlight the particular manner in which student success may be aided by five characteristics of the department: a rigorous curriculum and the support to maneuver through i…
Beyond Essentialism
This article explores the work of three high school mathematics teachers who have advanced large numbers of their Latina/o students (largely English-dominant) through the curriculum. The data are drawn from interviews with the teachers, from school and classroom observations over a 13-month period, and from student interviews. An analysis of teachers’ work with Latina/o students suggests that some of the strategies used by elementary and middle s…
Research Commentary
A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about student…
The Sociopolitical Turn in Mathematics Education
Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlight…
Maintaining Tensions
Although the field of mathematics education has made gains in centering the need for justice-oriented approaches and antiracist teaching practices in teacher education, much of this work remains in its infancy. Moreover, research focused on this area highlights teacher candidates’ knowledge and dispositions and often ignores the role of the mathematics teacher educators facilitating the process. We contend that mathematics teacher educators must …
Sometimes emotions are really beneficial and important”
A Love Letter to Women, Femme, and Nonbinary Critical Scholars of Color
In this love letter, we explore our siSTARhood through we-search as critical women of Color scholars in mathematics teacher education in predominantly white institutions. We analyze the siSTARhood, love, joy, strength, and healing we find with ourselves, each other, and our relationships. Drawing on the Four I's of Oppression (ideological, institutional, interpersonal, internalized), we flip the framework to theorize the Four I's of Love in SiSTA…
Sociology (7 obras) · Mathematics education (6 obras) · Psychology (6 obras) · Critical Race Theory in Education (5 obras) · Pedagogy (5 obras) · Teacher Education and Leadership Studies (4 obras) · Educator Training and Historical Pedagogy (3 obras) · Epistemology (3 obras) · Gender Studies (3 obras) · Critical theory (2 obras)