Gullickson, Elena2020-08-252020-08-252020-05https://hdl.handle.net/11299/215175University of Minnesota Ph.D. dissertation.May 2020. Major: Education, Curriculum and Instruction. Advisor: Lesa Covington Clarkson. 1 computer file (PDF); ix, 167 pages.It is acceptable and commonplace in society to proclaim a discomfort and dislike for mathematics. However, mathematics continues to be a gatekeeper for participation in westernized academic spaces (Moses and Cobb, 2002). When looking at the normative structures that exist in schooling systems, much can be learned from the voices and behaviors of students. This research provides critical information for effectively inviting students to participate in mathematical settings such that they choose to reveal their authentic identities. As defined in this research, identity is socially constructed, fluid, and multi-dimensional (Barton, Tan, & Rivet, 2008; Bishop, 2012; Nasir, 2002). Using the theoretical frameworks of funds of identity (Esteban-Guitart & Moll, 2014), mathematics identity (Bishop, 2012; Gutiérrez, 2013; Martin, 2013) and power, agency, and resistance (Chambers et al., 2014, Emirbayer & Mische, 1998; Foucalt, 1982), this research interrogates the ways that middle and high school students reveal their identities in mathematics spaces. This research investigated the identity emergings of two eighth grade students and three eleventh grade students using case study methodology drawing from critical ethnographic practices. Data for this study came from observing students in both formal and informal mathematics settings and from semi-structured interviews. The findings from this study revealed six themes and four implications that contribute to the body of literature on student identity and reframe mathematical pedagogies and practices to be more appealing to all students.enHigh SchoolIdentityInformal MathematicsMathematics EducationMiddle SchoolThesis or Dissertation