Storytelling and Interest in Math

The purpose of this study is to examine the impact of race-conscious storytelling on the sense of autonomy and situational interest for a statistics task among Latino/Hispanic undergraduate students. Using a mixed-method quasi-experimental design, the study investigates whether storytelling that highlights the racial and cultural identities of statisticians enhances students’ situational interest compared to race-neutral storytelling or content only instruction without storytelling. We expect higher perceived autnomy and situational interest for Hispanic/Latino students who receive storytelling instruction compared to the content only instruction.