In this paper, research on implicitly measured teacher associations with social groups of
students (attitudes and stereotypes) is reviewed. The aim of this review is to describe the …

Although researchers investigating psychological contributors to educational inequality have
traditionally focused on students, a growing literature highlights the importance of teachers' …

Teachers' noticing of classroom activity shapes who is invited to participate, who is valued,
and whose forms of knowing are included in mathematics classrooms. We introduce a …

Undergraduate mathematics education can be experienced in discouraging and
marginalizing ways among Black students, Latin* students, and white women. Precalculus …

Drawing on sociocultural learning theory, this book offers a groundbreaking theory of
secondary mathematics teacher learning in schools, focusing on the transformation of …

Despite recent interest and pressing need, we lack a clear model of culturally relevant,
responsive, sensitive teaching in university STEM departments. Most culturally relevant …

We draw from ecological systems and social psychological theories to elucidate
macrosystem‐and microsystem‐level variables that promote and maintain gender inequities …

Background Women and people of color continue to be underrepresented in many STEM
fields and careers. Many studies have linked societal biases against the mathematical …

Culturally relevant pedagogy (CRP; eg, Ladson-Billings, 1995) is a set of beliefs and
practices that aim to serve culturally and linguistically diverse student learners. Although a …

Despite the well-documented negative implications of math anxiety on math learning, a
scarcity of theory-guided, long-term longitudinal research limits knowledge about how math …