Undergraduate Female Mathematics Student's Identities

Abstract

The main purpose of this study was to explore the undergraduate level female mathematics student’s identities construction in Nepal. The study adopted narrative inquiry methodology with four female participants from Tribhuvan and Kathmandu University, Nepal. There is an attempt to explore how females have been able to construct identity with the barriers they cope up with while making their career. Vygotsky's cultural- historical activity theory was the theoretical meniscus. The result revealed that female mathematics teachers struggled with societal bars, discrimination, transitional phase, setting up identity mark point during the process of constructing student’s identity at undergraduate level. The result revealed that during this phase, every female student face challenge and take steps towards their career which in turn out to be a milestone for their empowerment as well as identity construction. This research encourages, motivates, inspires and empowers every female mathematics students who aims to shape up their identity in mathematics field.