| In Canada, women are underrepresented in undergraduate mathematics degree programs as fewer women than men enrol and many women drop out or change programs. To investigate this issue, the research question 'In what ways do women who were educated in Canada and who are nearing completion of undergraduate mathematics degrees feel they have been supported and challenged in their high school and university mathematics experiences?' was explored using semi-structured interviews with six women who enrolled in and persevered with undergraduate mathematics degree programs. Specifically, the influence of the participants' families, peers, formal educational experiences, and personal characteristics was explored, and the study describes challenges and supports experienced by these women. In particular, this study highlights how these women confront feeling 'othered', and the important role that supportive relationships with family members, peers, and educators play in meeting this challenge. The findings also highlighted the participants' preferences for applied mathematics. |
