Luis A. Leyva
Assistant Professor, Mathematics Education, Department of Teaching and Learning
Leyva’s research rests at the intersections of mathematics education, gender studies, and higher education. It is motivated by issues of underrepresentation and social oppression in STEM (science, technology, engineering, and mathematics) among historically marginalized populations, including women, students of color, and members of the LGBTQ+ community.
His research examines how historically marginalized students at intersections of race, gender, and sexuality construct their identities while navigating contexts of P-16 mathematics and, more broadly, STEM education. Leyva draws on interviews and classroom observations to illuminate how marginalized students’ experiences reveal identity constructions while navigating racialized, gendered educational spaces in mathematics and STEM more broadly. His research aims to catalyze change in P-16 mathematics education to broaden socially affirming learning opportunities for marginalized students across different intersections of social identities.
In 2015, Leyva was distinguished with a Dissertation Fellowship by the National Academy of Education and Spencer Foundation. He recently received the 2018 Early Career Publication Award from the Research in Mathematics Education special interest group of the American Educational Research Association.
Leyva was certified as a K-12 mathematics teacher in New Jersey and recognized with the 2011 Distinguished Student Teacher of Year Award by the New Jersey Department of Education. In addition to his teacher training, Leyva holds over six years of professional experience in higher education initiatives, including living-learning communities and summer bridge programs, designed to increase STEM retention and success among historically marginalized groups. As a doctoral student at Rutgers University, Leyva completed a graduate certification program in women’s and gender studies and received the 2016 Excellence in Teaching by a Graduate Student Award.
Challenging, Operationalizing, and Understanding Racialized and Gendered Events (COURAGE) in Undergraduate Mathematics. Funded by the National Science Foundation. Lead Principal Investigator (Collaborative research with Rutgers University)
This three-year project uses a mixed-methods design to identify specific events in pre-calculus and calculus classrooms that women and racially minoritized students of color find potentially marginalizing. The project investigates perceptions of these events from the vantage points of undergraduate mathematics instructors as well as students who are well represented and underrepresented in STEM. Focus group interviews and surveys are used to assess the generalizability of these findings with a national sample of undergraduate students and mathematics course instructors. Findings from this work will inform the design of professional development materials for creating more equitable learning environments in undergraduate mathematics classrooms.
Intersectionality as a Methodological Tool for Understanding Undergraduate Women of Color’s Experiences as Computing and Engineering Majors.Funded by the Center for Gender Equity in Science and Technology (Arizona State University) and Kapor Center. Principal Investigator.
This project explores how intersectionality can be used as a methodological tool to better understand the educational experiences of women of color pursuing majors in computing and engineering. Insights from this project will illustrate the methodological potential of intersectionality in STEM educational research to advance equitable opportunities for entry, persistence, and degree completion among women of color in undergraduate computing and engineering.
A Situated, Intersectional Analysis of Racialized and Gendered Mathematics Experiences among Successful Latin@s in Mathematics-Intensive Majors. Writing funded by the National Academy of Education and Spencer Foundation. Principal Investigator.
This phenomenological study detailed ideological, institutional, and relational influences on the mathematics success of five undergraduate Latinx students pursuing engineering majors at a large, predominantly white university. Semi-structured interviews, a focus group, and monthly observations in college mathematics classrooms were used to capture Latinx women’s and Latinx men’s negotiations of their mathematical success with their social identities. Findings inform how institutions of higher education can carve academically supportive and socially affirming opportunities in classrooms and STEM support initiatives that serve Latinx students pursuing mathematics-intensive majors.
Multidimensional Mathematical Learners: Examining Race/Gender Positionalities in Mathematics. Principal Investigator.
This project examined the construction of mathematics identities among 18 first-year college students from social backgrounds, both well represented and underrepresented, in STEM fields. Mathematics autobiographies, interviews, focus groups were used to detail ideological, institutional, and relational influences on the students’ mathematics experiences and identity constructions while pursuing mathematics-intensive majors at a large, predominantly white university. Findings inform more equitable educational practices in P-16 mathematics and development of STEM support programs responsive to marginalized students’ academic and social needs.
(Please e-mail Dr. Leyva directly for copies of publications)
- Battey, D., Leyva, L. A., Williams, I., Belizaro, V., Greco, R., & Shah, R. (2018). Racial (mis)match in middle school classrooms: Relational interactions as a racialized mechanism. Harvard Educational Review, 88(4), 455-492.
- 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.
- 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.
- Battey, D., & Leyva, L. A. (2016). A framework for understanding whiteness in mathematics education. Journal of Urban Mathematics Education, 9(2), 49-80.
- Battey, D., Neal, R., Leyva, L. A., & Adams-Wiggins, K. (2016). The interconnectedness of relational and content dimensions of quality instruction: Supportive teacher-student relationships in urban elementary mathematics classrooms. The Journal of Mathematical Behavior, 46, 1-19.
Book Chapters and Monographs
- Leyva, L. A. (in press). Beyond the binary and at the intersections: Chronicling contemporary developments of gender equity research in mathematics education. Invited chapter in in C. Xenofontos & D. Swanson (Eds.),Equity in mathematics education: Addressing a changing world. Information Age Publishing.
- Battey, D., & Leyva, L. A. (2018). Making the implicit explicit: Building a case for implicit racial attitudes to inform mathematics education research. In T. G. Bartell (Ed.), Toward equity and social justice in mathematics education (pp. 21-41). New York, NY: Springer.
Refereed Conference Proceedings
- Leyva, L.A., Quea, R., Weber, K., Battey, D., & López, D. (2019). Detailing the potentially marginalizing nature of undergraduate mathematics classroom events for minoritized students at intersections of racial and gender identities. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 377-384). Oklahoma City, OK.
- 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 20thAnnual Conference on Research in Undergraduate Mathematics Education (pp. 1031-1040), San Diego, CA.
- Leyva, L. A., Massa, J., & Battey, D. (2016). Queering engineering: A critical analysis of the gendered technical/social dualism in engineering and engineering education. In Proceedings of the American Society for Engineering Education’s 123rd Annual Conference and Exposition, New Orleans, LA. DOI: 10.18260/p.26026.
- Leyva, L. A. (2016). A critical look at undergraduate mathematics classrooms: Detailing racialized and gendered experiences for Latin@ college engineers. In T. Fukawa-Connelly, N. E. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1040-1046), Pittsburgh, PA.
Media Coverage of Research
- When majority-Black classroom has a white teacher, punishment may be more common – Education Week Teacher
- EDUC 6040: Analysis of Teaching (Graduate F2016)
- EDUC 8040: Diversity & Equity in Education (Graduate F2017)
- EDUC 7500: Diversity & Equity in STEM Learning Environments (Graduate F2018)
- EDUC 9700: Research Groups: Identities across Educational Contexts (Graduate F2016, SPR2017)
- MTED 2200: Mathematics for Elementary Teachers (Undergraduate SPR2018, SPR2019)
- MTED 3250: Teaching Mathematics in Elementary Schools (Undergraduate F2016, SPR2017)
- MTED 3251: Practicum in Elementary Mathematics (Undergraduate SPR2018)
- MTED 6250: Advanced Teaching of Mathematics in the Elementary School (Graduate F2018)
- WGS (Women’s & Gender Studies) 3850: Intersectionality in STEM Higher Education (Undergraduate F2016)