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Maisie Gholson's research seeks to understand the relationships and identities tied to mathematics learning opportunities shaped by peers and teachers. She actively investigates the significance of children's social networks in mathematics contexts and aims to examine the intersections of race and gender within these educational experiences. Gholson's methodological interests have led her to explore critical mathematics teaching and the ways in which narrative constructions of White womanhood influence the development of justice-oriented instructors among young, White pre-service teachers. With a background as a high school mathematics teacher and a patent writer, she is an active member of the University of Michigan's National Center for Institutional Diversity, a STaR Fellow, and a recipient of several prestigious fellowships including the National Academy of Education/Spencer Dissertation Fellowship and the National Science Foundation Graduate Research Fellowship in STEM Education. Gholson obtained her Ph.D. in Curriculum and Instruction from the University of Illinois at Chicago and holds a Bachelor of Science degree in Electrical Engineering from Duke University.
Department of Electrical Engineering and Computer Science