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The purpose is to identify differences in high school mathematics educational experiences by sexual orientation and gender identity. Using Waves 1 and 2 of the High School Longitudinal Study of 2009, exploratory analyses compare QT and heterosexual cisgender (HC) students’ mathematics identity. Regression indicates that ideological and relational WCHPS dimensions in Grade 9 significantly shape Grade 11 QT students’ mathematics identity, prompting critical dialogue for more welcoming learning environments.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-queer-and-trans-students-mathematics-identity-in-relation-to-stem-as-a-white-cisheteropatriarchal-space/590233/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-queer-and-trans-students-mathematics-identity-in-relation-to-stem-as-a-white-cisheteropatriarchal-space/590233.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s primary purpose?","Question",{"text":112,"@type":113},"To identify differences in high school mathematics educational experiences by sexual orientation and gender identity among queer and trans students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which data source and analytical approach are used?",{"text":117,"@type":113},"The study uses Waves 1 and 2 of the High School Longitudinal Study of 2009 and employs exploratory analyses and regression models.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about identity over time?",{"text":121,"@type":113},"Ideological and relational dimensions of White cisheteropatriarchal space in Grade 9 significantly predict Grade 11 queer students’ mathematics identity.",{"name":123,"@type":110,"acceptedAnswer":124},"Why does the study argue for critical conversations in mathematics education?",{"text":125,"@type":113},"Because limited research addresses K–12 queer and trans experiences in STEM, and hostile political attacks create barriers that make more affirming and welcoming learning environments necessary.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590233,1792191231,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–19 DOI: 10. 1177/23328584241259406  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nExploring Queer and Trans Students’ Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space  \nMario I. Suárez  \nUtah State University  \nJason C. Garvey  \nC. V. Dolan  \nUniversity of Vermont  \nMusbah Shaheen  \nUniversity of Massachusetts, Amherst  \nAn emerging area of research on the diversification of science, technology, engineering, and mathematics (STEM) is that of queer and trans (QT) students who are interested in STEM education and disciplines. The purpose of our study was to identify differences in high school mathematics educational experiences by sexual orientation and gender identity. We used mathematics identity and Leyva’s STEM as a White cisheteropatriarchal space (WCHPS) as our theoretical frameworks to guide our study. Using data from Waves 1 and 2 of the High School Longitudinal Study of 2009, our exploratory analyses uncovered significant differences between QT and HC students’ mathematics identity. Regression results showed that ideological and relational dimensions of WCHPS in Grade 9 play a significant role in Grade 11 QT students’mathematics identity. Given the exploratory approach for our study, we aim for our research to begin critical conversations in mathematics education concerning QT students to promote more enriching and welcoming learning environments.  \nKeywords: ANOVA/MANOVA, descriptive analysis, diversity, equity, gay/lesbian studies, gender studies, High School Longitudinal Study of 2009, mathematics identity, quantitative criticalism, queer, regression analyses, social justice, secondary data analysis, statistics, trans  \nQueer and Trans Students’ Mathematics Identity and High School Educational Experiences  \nHistorically, mathematics has played a critical role in paving science, technology, engineering, and mathematics (STEM) success (Lin et al., 2018; Rech & Harrington, 2000; Torbey et al., 2020). For decades, STEM federal and institutional policy reports have pushed to increase STEM diversity (National Academy of Sciences et al., 2007; National Science Board, 2010; President’s Council of Advisors on Science and Technology, 2012; U.S. Office of the Press Secretary, 2021). These policy reports, focused primarily on increasing female and People of Color participation in STEM, have consistently and persistently made economic prosperity arguments as the basis for the need to increase diversity (Basile & Lopez, 2015) . In other words, the case is made to diversify STEM only because it affects the industry  \nfinancially as the People of Color population increases to a majority; to survive, policymakers need to cater to People of Color, necessitating their knowledge for that reason. U.S. presidents past and present not only have emphasized the importance of increasing STEM interest in high school and earlier but also have called for diversifying the STEM workforce to further innovation (President’s Council of Advisorson Science and Technology, 2012) . Previous and current presidential administrations have painted a dismal picture of the U.S. role in the global economy and its lack ofcompetitiveness when other countries, such as China, outperform the United States in STEM career productivity and, thus, STEM innovation (National Science Board, 2010) . This concern for STEM career readiness is a problem considering that STEM jobs in the United States are projected to increase by 8% by 2029 (U.S. Bureau of Labor Statistics, 2020) . For the U.S.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creat","cbCaimph5Kd1Z6Em","https://ap.wps.com/l/cbCaimph5Kd1Z6Em","pdf",529814,"English","# Introduction\n# Purpose and Theoretical Framework\n# Data and Method\n# Findings\n# Implications for Mathematics Education\n# Context: STEM Policy and Political Climate","[{\"question\":\"What is the study’s primary purpose?\",\"answer\":\"To identify differences in high school mathematics educational experiences by sexual orientation and gender identity among queer and trans students.\"},{\"question\":\"Which data source and analytical approach are used?\",\"answer\":\"The study uses Waves 1 and 2 of the High School Longitudinal Study of 2009 and employs exploratory analyses and regression models.\"},{\"question\":\"What do the results suggest about identity over time?\",\"answer\":\"Ideological and relational dimensions of White cisheteropatriarchal space in Grade 9 significantly predict Grade 11 queer students’ mathematics identity.\"},{\"question\":\"Why does the study argue for critical conversations in mathematics education?\",\"answer\":\"Because limited research addresses K–12 queer and trans experiences in STEM, and hostile political attacks create barriers that make more affirming and welcoming learning environments necessary.\"}]","Exploring Queer and Trans Students’ Mathematics Identity in Relation to STEM as a White Cisheteropatriarchal Space | PDF",1792069134,48]