Publications

Publications from the PRISM Research Lab are organized by project as follows:

Leyva, L.A., McNeill, R. T., Marshall, B. L., & Guzmán, O. A. (2021). “It seems like they purposefully try to make as many kids drop”: An analysis of logics and mechanisms of racial-gendered inequality in introductory mathematics instruction. The Journal of Higher Education, 92(5), 784-814. https://doi.org/10.1080/00221546.2021.1879586.

McNeill, R. T., Leyva, L. A., & Marshall, B. L. (2022). “They’re just students. There’s no clear distinction”: An analysis of colorblind, gender-neutral faculty discourses on undergraduate calculus instruction. The Journal of Learning Sciences, 31(4-5), 630-672. https://doi.org/10.1080/10508406.2022.2073233.

Leyva, L. A., Quea, R., Weber, K., Battey, D., & López, D. (2021). Detailing racialized and gendered mechanisms of undergraduate precalculus and calculus classroom instruction. Cognition & Instruction, 39(1), 1-34. https://doi.org/10.1080/07370008.2020.1849218.

McNeill, R. T., Marshall, B. L., & Leyva, L. A. (2021). “I wish I could say ‘You should not be here’”: An analysis of instructors’ and students’ contrasting perceptions of a racialized and gendered gatekeeping practice in calculus. In M. Voigt, J. E. Hagman, J. Gehrtz, B. Ratliff, N. Alexander & R. Levy (Eds.), Justice through the lens of calculus: Framing new possibilities for diversity, equity, and inclusion (pp. 296-303). Mathematical Association of America.

Leyva, L. A. (in press). Queer of color justice in undergraduate mathematics education. To appear in Notices of the American Mathematical Society.

Leyva, L. A., McNeill, R. T., Balmer, B R., Marshall, B. L., King, V. E., & Alley, D. (2022). Black queer students’ counter-stories of invisibility in undergraduate STEM as a white, cisheteropatriarchal space. American Educational Research Journal, 59(5), 863-904. https://doi.org/10.3102/00028312221096455.

Leyva, L. A., McNeill, R. T., & Duran, A. (2022). A queer of color challenge to neutrality in undergraduate STEM pedagogy as a white, cisheteropatriarchal space. Journal of Women and Minorities in Science and Engineering, 28(2), 79-94. DOI:10.1615/JWomenMinorScienEng.2022036586.

Leyva, L. A. (2022). Undergraduate Latin* queer students intersectionality of experiences in mathematics education as a white, cisheteropatriarchal space: A Borderlands perspective. In A. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 79-97). Nashville, TN. https://doi.org/10.51272/pmena.44.2022.

Leyva, L. A. (2022). “We can’t just turn that off and then do some physics”: A counter-storytelling analysis of introductory physics as a white, cisheteropatriarchal space in undergraduate STEM education. In B. W. Frank, D. Jones & Q. Ryan (Eds.), 2022 Physics Education Research Conference (PERC) Proceedings. American Association of Physics Teachers. Grand Rapids, MI. https://doi.org/10.1119/perc.2022.plenary.pr.Leyva.

McNeill, R. T., Leyva, L. A., White, G. D., & Mitchell, N. D. (2022). Leveraging queer epistemic subjectivity to advance justice through physics teaching. In B. W. Frank, D. Jones & Q. Ryan (Eds.), 2022 Physics Education Research Conference (PERC) Proceedings. American Association of Physics Teachers. Grand Rapids, MI. https://doi.org/10.1119/perc.2022.plenary.pr.McNeill.

Leyva, L.A., Byrne, M. H., Asada, M., Mitchell, N. D., Posada-Casatañeda, R., & López-Bazán, R. (in press). Groupwork as a site for servingness among undergraduate Latin* mathematics students. To appear in Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.

McNeill, R. T., Leyva, L. A., Byrne, M. H., Mitchell, N. D., Lewis, R., & Abreu-Ramos, E. D., (2023). “Looking outside of my bubble”: Whiteness-at-work in mathematics faculty sensemaking about serving Latin* students. In S. Cook, B. Katz, & D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 270-278). Omaha, NE.

Leyva, L. A., Mitchell, N. D., McNeill, R. T., Byrne, M. H., Ford, B., Chávez, L. A., & Abreu-Ramos, E. D. (2022). Faculty and student perceptions of instructional servingness in gateway mathematics courses at a Hispanic-Serving Institution. In A. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 444-452). Nashville, TN. https://doi.org/10.51272/pmena.44.2022.

Leyva, L. A. (2018). The counter-storytelling of Latinx men’s co-constructions of masculinities and undergraduate mathematical success. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20^th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1031-1040). San Diego, CA.

Leyva, L. A. (2016). An intersectional analysis of Latin@ college women’s counter-stories in mathematics. Journal of Urban Mathematics Education, 9(2), 81-121. https://doi.org/10.21423/jume-v9i2a295.

Leyva, L. A., & Alley, Z. D. (2023). “Speaking out more” and “talk[ing] less and less about my goals”: A counter-storytelling of undergraduate Latina women’s critical race-gendered epistemologies as mathematics students and aspiring engineers. Invited book chapter in M. Shanahan, B. Kim, K. Koh, P. Preciado-Babb, & M. Takeuchi (Eds.), The learning sciences in conversation: Theories, methodologies, and boundary spaces (pp. 39-49). Routledge.

Additional Publications:

Leyva, L. A. (2021). Black women’s counter-stories of resilience and within-group tensions in the white, patriarchal space of mathematics education. Journal for Research in Mathematics Education. 52(2), 117-151. https://doi.org/10.5951/jresematheduc-2020-0027.

Leyva, L. A. (2017). Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48(4), 397-452. https://doi.org/10.5951/jresematheduc.48.4.0397.

Leyva, L. A., & Alley, Z. D. (2020). A counter-storytelling of struggle and support in Black women’s mathematical talent development and STEM pursuits across white, patriarchal educational spaces. In N. Joseph (Ed.), Understanding the intersections of race, gender, and gifted education: An anthology by and about talented Black girls and women in STEM (pp. 85-106). Information Age.