Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the enunciations used in top-tier mathematics education journals about these communities. The majority of articles we examined functioned to maintain white supremacy by centering dominant (white) storylines and values to maintain a racial hierarchy, with whites above Latiné and other marginalized groups. However, our findings also illuminate the counter-stories of Latiné communities in mathematics education research literature. We call for a more critical look at the field of mathematics education research and the norms that have been set for conducting, disseminating, and reflecting on research endeavors about marginalized groups.
Jones, S. R. & Gómez Marchant, C. N. (2025). Interrogating whiteness in mathematics education research: A discourse analysis of storylines about Latiné communities. Journal for Research in Mathematics, 56(5), 283–303. https://doi.org/10.5951/jresematheduc-2021-0093