Born in Tripoli, Lebanon • Birth year 1975 • Studied Science and Education at Monash University in Melbourne • Highest Degree Post Graduate Diploma in Secondary Education • Lives in Melbourne, Australia • Occupation Mathematics Education Specialist
There were only two things I ever wanted to be as a child – an artist or a scientist. Growing up as the daughter of a struggling artist, you can guess which one I was vehemently encouraged not to pursue. So, with great regret, I set aside my artistic dreams to focus on the more ‘financially stable’ study of science.
However, for a young migrant girl born in the 1970s, things were not that simple. Back then, women and girls weren’t even close to touching the glass ceiling, let alone breaking it. We were too busy dodging patriarchal bullets. For many women, particularly those of certain ethnicities, the central mission was marriage and children. Our dreams didn’t amount to much because there was only really one worth pursuing, and it definitely did not end with the word “scientist”.
(…) How does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist?
Despite this, I was not discouraged. Much to the dismay of my mother, I had inherited my father’s burning desire to punch the status quo right in the face. Consequently, my feminist roots sprouted early. If I’m being totally honest, while I genuinely loved science, the idea of pushing against gender stereotypes, some of which still exist today, was equally as appealing. So, I set my course with determination.
It was not without its obstacles – and there were many. One obstacle in particular that could have derailed my entire professional future was my ongoing struggle with mathematics. I didn’t just struggle a little; I struggled a lot. For as long as I can remember, and throughout school, it was one of my greatest sources of shame. My failures in this subject accompanied me through primary school, high school, and even into university, where I eventually graduated with a major in physics and geophysics.
But how? How does someone manage to get a degree in physics while struggling so much with maths? And how does someone who was told by teachers that she would never understand maths, and who failed almost all her maths exams, end up as a maths education specialist? The answer is this: it’s not that I wasn’t good at maths, or that I couldn’t understand it. It was simply that I couldn’t understand the way maths was being taught to me!
Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few.
Traditional mathematics approaches may work for a small percentage of the population, but the majority, especially those from lower socio-economic backgrounds, non-native language speakers, or those with non-neurotypical brains, are rarely among that select few. Unfortunately for me, I fell into all three categories, so school was a constant struggle. However, science was my art – a creative outlet for my curiosity, and anyone can tell you that when you love something and are curious about it, the teaching becomes secondary to the learning.
As I moved further into my career, I began to apply this newfound understanding to my teaching, shifting away from traditional methods and towards more conceptual approaches to maths education – methods that I wished I had been exposed to as a child and as a student of STEM.
The decision to leave the safety of my classroom in 2016 was a very difficult and personal one. However, it shaped some of the greatest learnings and experiences of my lifetime, and three years later, it led me to begin my company, EM Maths Consulting.
I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.
The fear that comes with putting everything on the line to follow a dream can be debilitating. However, sometimes the desire to follow it is just too strong to ignore. So here I am, eight years on, and still clinging to the convictions that started me on this pathway – to drive change in mathematics education, and to encourage a system that supports and nurtures the strengths and uniqueness of every child regardless of race, gender, demographic, or physical, emotional, or spiritual preferences.
I made many discoveries along the way, but the best one was this: There is a little scientist in all of us, one who is compelled to ask questions, be curious, seek synergy, and find beauty. We don’t often connect these things to the learning of mathematics, but we should. I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.
Born in Seoul, South Korea • Birth year 1993 • Studied Mathematics at Postech in South Korea • Highest Degree PhD in Mathematics from University of Oxford, UK • Lives in Oxford, UK • Currently a postdoctoral researcher in mathematics at the University of Oxford; soon to start a postdoctoral researcher position in Queen Mary University of London
I am a mathematician working on geometric data analysis, and I am a transgender woman. The interaction of mathematics and gender in my life is non-trivial, and I thought seriously about this for the first time while writing this piece. While my gender identity slowly crystallised over my life, it was only 4 years ago that I declared myself as transgender. Mathematics has been at the centre of my life for a long time, and I mostly regarded it as a genderless activity. However, I’ve recently started recognising the effects of male socialisation in my mathematical practice, and started exploring how my femininity could interact with my mathematical practice.
In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped.
I grew up in a fairly typical “Asian male math nerd” culture, although it was one of those turbo-charged versions appearing in science high schools and Olympiads. Born in South Korea, I went to an international boarding school when I was 13, and moved alone to Singapore when I was 15 to attend a prestigious science high school. That was not enough for me, because I constantly complained that this school wasn’t teaching me enough advanced mathematics. In the end I got a PhD in mathematics in Oxford, but the voices whispering “I am not enough” never stopped. I attribute this to the nerd-machismo in male STEM culture, coupled with the distinct Asian workaholism. I could not settle for anything that may actually give comfort and nurture, for once.
With the help of my transgender boyfriend, I reflect that it’s time to stop and look back. I have done enough to show that I am worthy of love. It doesn’t have to be a constant screaming and scaling a higher mountain. I look back at my love of shapes and structures, and I look back at the delicate theorems and programs I sculpted over the course of my mathematical life. I say: I love all of you, and I will care for all of you, because you are a dear part of me. And I do this with a form of feminine, motherly love.
(…) I sense a harsh masculinity in how many scholars think of mathematics.
The heart and soul of mathematics lie in the expanse of the fluid framework of ideas created by people. Important theories are supported by soft intuitions, and the network of deep thinkers brings gradual yet certain progress to mathematics. I sense much femininity in this smoothness of ideas. On the contrary, I sense a harsh masculinity in how many scholars think of mathematics. While learning pure mathematics, there was a persistent self-loathing along the lines of: “You will never dream of staying in academia if you can’t even finish Hartshorne’s Algebraic Geometry.” There’s always a higher tower to climb, and a grander theorem to learn. It reminds me of phallic architectures that trace the city skylines. Mathematics is also often made into a sterilised toolbox that is wiped clean of blood and sweat in the creative process. I performed this sterilisation in writing my doctoral thesis, where the anxiety and obsession in my contrarian approach to geometric data analysis were sanitised before I presented them cleanly in theorems and algorithms. This is good in some sense, but there is a lingering unexplored emotional dimension that could have been shared more deeply with other mathematicians.
So here onwards, I dream of cultivating a more feminine mathematical culture. Partly, that means to be honest with all sorts of emotions that arise from mathematical practice. Even though I see mathematics itself as a genderless activity, the gendered culture brought by mathematicians is real. I dream that mathematicians will someday open up more of our human, emotional elements into research papers and talks. To play my part, I will start to look deeply into my colleagues’ mathematical practices to share our woes, obsessions, hopes and dreams. As I rise higher in the rank, I will have more chances to usher in the strength in emotional openness in supervision, papers, and seminars. Someday we will be climbing the celestial mountains of abstraction as a team, not in the misguided spirit of nerd machismo, but rather in the spirit of nurturing yet powerful femininity.
Born in Nuevo Leon, Mexico • Birth year 1989 • Studied Applied Mathematics at UAA in Mexico • Highest Degree Master of Science in Mathematical Sciences from Clemson University, USA • Lives in New York, USA • Occupation Assistant Teaching Professor
I am an applied mathematician and educator now, but that wasn’t my initial goal. I originally aspired to be a physicist. Since my university didn’t have a physics major, I decided to pursue mathematics instead.
The field [of computational mathematics] is dominated by white male mathematicians, which means female faculty and underrepresented groups often face sexism and discrimination.
While pursuing my undergraduate and graduate studies in Mexico, I had the chance to do research using numerical methods to model bacterial growth. During my time at Clemson University, working on my Master’s degree in Computational Mathematics, I had the chance to dive into some fascinating projects. One of the highlights was working with something called the Leray alpha model, which is a regularization of the Navier-Stokes equations that has shown effectiveness in numerical simulations of turbulent and complex flows. Working on this project holds a special meaning for me. It was not only the first research project I worked on in the United States, but it also involved a type of mathematics (Finite Element Method) that I had not had access to in Mexico, and it was a physics problem, which fulfilled my dream of becoming a physicist.
Computational mathematics is not easily accessible to everyone. The field is dominated by white male mathematicians, which means female faculty and underrepresented groups often face sexism and discrimination. Additionally, it is an expensive field, with the cost of software, books, and conferences creating barriers for people trying to access this knowledge.
(…) My students have used their knowledge to model the oil spill in the Gulf of Mexico, analyze income inequality in New York City using the Gini coefficient, and determine appropriate drug dosages (…).
Due to these challenges, I have been advocating for greater access to information and knowledge. As an educator, I truly believe that mathematics is a skill that can be developed if you practice and are given the correct resources. This belief has guided my approach to teaching, where I’ve made a conscious effort to integrate practical applications and research components into traditional coursework. In courses like Calculus 2 and Linear Algebra, I have incorporated a research component where students tackle real-life problems, with a special emphasis on social justice issues. This innovative approach allows students to apply mathematical techniques learned in class and numerical methods to address significant societal challenges.
For instance, my students have used their knowledge to model the oil spill in the Gulf of Mexico, analyze income inequality in New York City using the Gini coefficient, and determine appropriate drug dosages, among other projects. These projects not only deepen their understanding of mathematical concepts but also highlight how mathematics can be a powerful tool for analyzing and solving real-world problems. By exploring the intersection of social justice and mathematics, students gain a broader perspective on how their skills can contribute to meaningful change in society.
The [EvenQuads card] decks pay tribute to notable women mathematicians and can be used to play various mathematical games.
As a woman of color, sexism and racism have been a challenging part of my academic journey. These experiences have motivated me to work towards making the math world a better place for women and other minorities. My passion for this cause led me to volunteer at the Association for Women in Mathematics, where I strive to create a more inclusive environment for underrepresented groups. I am a member of the EvenQuads Committee and currently serve as the Chair of the Student Chapters Committee. The EvenQuads card decks is a project created to celebrate the 50th anniversary of the Association for Women in Mathematics. The decks pay tribute to notable women mathematicians and can be used to play various mathematical games. These cards acknowledge the significant, yet frequently overlooked, contributions of women to mathematics in research, education, and industry.
Through these combined efforts in my research, teaching and advocacy, my goal is to ensure that the field of mathematics is accessible and welcoming to everyone, regardless of their background.
Born the central region of Ghana • Studies Bachelor of Science in Administration with a major in Administration accounting • Lives in Greater Accra region of Ghana • Occupation Student and AIMS Girls in Mathematical Sciences program alumnus
This is how my mathematics journey began. Back in elementary school, I did not like mathematics. It was a subject I never wanted to learn or have anything to do with. It even got worse in the Junior High School level. My mathematics teacher used to be so boring and this made the subject not so interesting to learn. I graduated with a grade 3 in my final examination at the Junior High School level, Nevertheless, I was good at the rest of the subjects especially science.
Back in elementary school, I did not like mathematics. It was a subject I never wanted to learn or have anything to do with.
I started enjoying mathematics in the senior High School. This took place when I started to practice mathematics every day. During my senior High School days, I studied general arts having my electives as elective mathematics, economics, government and geography. Knowing very well my weakness in mathematics from Junior High school, I still chose mathematics as an elective course. Choosing this made me decide to take mathematics seriously. I started to study it.
Choosing [mathematics] made me decide to take mathematics seriously. I started to study it.
After our mid-semester exams for the first semester in our first year, I had good marks in elective mathematics. I had 34 out of 40. I was so happy. Our madam made the class clapp for me and that really motivated me. It made me realize that I have the potential to become an excellent student of mathematics.
Since then, I have been very good at mathematics and even teach others. I have had scholarships due to mathematics. Mathematics is indeed taking me far. I got admission into the university because I had a good grade in mathematics and I’m offering a mathematics related course.
I therefore encourage young girls that mathematics is not a course which is not beyond their reach. They can do it!
Born in Toledo, Norte de Santander, Colombia • Birth year 1991 • Studied Mathematics at the University of Pamplona in Colombia • Highest Degree PhD in Mathematics • Lives in Cali, Colombia • Occupation non-tenure trackAssociate Professor at the University of Valle, Colombia
I never really thought I would become a mathematician. Although I enjoyed solving maths problems in my early years of high school, my first love was dance. I wanted to become a dancer. I finished high school when I was 14 years old. At that moment, while deciding what to study in college, a scholarship opportunity for Mathematics came up, and I thought, ‘Why not?’. That ‘why not’ has turned into a career of almost 18 years.
My passion for mathematics truly awakened with mathematical analysis. For me, the concept of approximation is one of the most refined in mathematics. Currently, I am continuing on the path that my undergraduate and graduate advisors helped shape for me. Staying on this professional path is thanks to them and the spark they ignited in me, which makes me want to keep learning every day, as learning is one of the things I enjoy the most.
Although I may have never told her, [my PhD advisor] has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.
This career has given me the chance to visit unimaginable places, immerse myself in diverse cultures, and have unforgettable experiences. I’ve pushed myself beyond my comfort zone, tackling challenges I once believed were insurmountable, and somehow, I have succeeded each time. Along this journey, I have met incredible, inspiring, and talented individuals who have contributed to my growth both professionally and personally. Resilience and tenacity are two qualities that develop over time in this job.
I was fortunate to have an exceptional PhD advisor—an intelligent, inspiring, strong, and determined woman. Although I may have never told her, she has always been my role model in this field. My aspiration is to be a source of inspiration and guidance for my students, just as she was for me.
Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids.
In recent years, my academic perspective has evolved. I wish to remain active in research, but more than teaching, I want to share my passion. My passion is mathematics—its structure, its theorems, and ultimately, its beauty. I believe that by sharing this passion, I can inspire others to appreciate the elegance and depth of mathematics. I aim to create an engaging and stimulating learning environment where students can explore, question, and develop a profound understanding of mathematical concepts. My goal is to ignite their curiosity and foster a lifelong love for the subject, just as my mentors did for me.
One of the most challenging aspects throughout these years has been balancing my professional and personal life. Being a mom has put me in the same boat as many others, trying to stay on top of my maths game while being fully present for my kids. However, being a mother to a child with special needs has illuminated for me the profound societal needs. Specifically, it’s shown me how we need a kinder, more inclusive academic world, one that’s less about labels and more about understanding and support.
Born in Nepal • Studied Mathematical Statistics at Lady Shri Ram College, New Delhi, India • Highest Degree PhD in Mathematical Statistics at the University of Osnabrück, Germany • Lives in Kathmandu, Nepal • Occupation Professor of Statistics and Mathematics
I had a great interest in mathematics right from my childhood. The beauty of mathematical problems and its solutions always captivated me. The logical approach followed towards solving a mathematical problem, the exactness and preciseness of its solutions, was always a source of great fascination. As a school student, I was always in the quest of a solution to the mathematical problems given by my mathematics teacher, in the classroom. During my student life in school and college, I was always ready to tackle that mathematical problem for a solution.
While growing up, my mathematics teachers in my school and my college were my role models. But I didn’t always have a good mathematics teacher in the school. Some teachers, although quite knowledgeable, could not explain mathematics in a simple language. In the pre-Internet and Communication Technology (ICT) era, those were the times of great struggle, as a student. Access to good quality study materials in mathematics was limited to teachers, in those times. Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.
Despite having very limited good quality educational resources in mathematics, I have tried to persevere as a student, professional and a researcher. Mathematics has always been a labor of love for me.
After studying Mathematical Statistics in India and completing my PhD in Germany, I returned to Nepal, where I have worked now in the Department of Mathematics at Kathmandu University for more than 25 years. In this university, I have delivered lectures on several courses of Statistics and Mathematics at the undergraduate, graduate and postgraduate levels. My main objective has been to popularize these courses among my students. To achieve this, I have always tried to simplify formulas and make them engaging for the students. I have also offered crash courses in advanced levels of Statistics and Data Analysis to interested students and researchers. I have also focused on the interdisciplinary applications of the subject. I have taught students from many disciplines including medicine, engineering, environmental sciences and social sciences. My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.
My main aim has always been to promote data-based interdisciplinary studies. This was done by making mathematics interesting and popular among my students.
I faced some challenges while starting my career as a professional like all my male counterparts. This was due to the switch over from student life to the life of a professional. I experienced at that time that the atmosphere in the classroom as a student was completely different from the atmosphere in the university as a lecturer. In due course of time, I married and had two children. In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. At that time, due to a Gender Gap in the professional fields of Nepal, I had to figure out how to balance my life. There were no female peers in this field, who could guide me through this part of my life journey. At that time, female professionals were much less in number than male counterparts. My family supported me during this time. I left my daughter with my parents, during my PhD study.
In the initial years of my marriage and motherhood, balancing my married life and my motherhood with my professional life was the source of a great challenge. [..] There were no female peers in this field, who could guide me through this part of my life journey.
I have to state that there is a Gender Gap in STEM education. STEM subjects seem to be less popular among girls. I feel that girls can break the glass ceiling through their hard work and perseverance in Mathematics and its allied subjects. A sound training in mathematics and its allied subjects prepares them to look at a problem from a different perspective. Girls with enhanced skills in mathematical problem solving are more evidence based and thorough. Mathematics is said to be the language of nature. Thus, these skills have immense scope of interdisciplinary applications.
With Internet and communication technology, girls of Nepal can be as good as their counterparts in the developed country. By using this technology, girls of Nepal can enhance their skills of problem solving, using mathematics. They should be encouraged to participate in Mathematical events, as this will expose them to the importance of mathematics and the role of ICT in enhancing their skills in mathematics.
Born in Accra, Ghana • Birth year 2004 • Studies physics with computer science at the University of Ghana • Lives in Accra, Ghana • Occupation Level 300 student, financial secretary of department, Huawei campus ambassador for the University of Ghana Huawei ICT Academy
I have always admired Marie Curie, not just for her pioneering work in science but for her fearless approach to understanding the world. Her words “Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less.” resonate deeply with me. I look at her pictures and see a fearless woman, reminding me of my journey and the questions I have asked myself and continue to ask: “Can I do this? Am I in the right field?”
My answers date back to my primary school days when my love for mathematics ignited my passion for physics. Even as a child, I was always very curious, constantly asking the WHYS, HOWS, and WHATS. My incessant questions often tired my teachers. I always found simpler and alternative ways to solve my math problems in class, feeling a deep sense of satisfaction when I arrived at the same answers as everyone else, but through a different approach. I’m not gonna lie, it made me feel like a genius.
Physics, as they say, is math in motion.
My journey into the world of physics began with a mixture of uncertainty, optimism, and determination. The uncertainty in my journey into physics arose from many questions about my future profession. In Ghana, physics graduates often become teachers or lecturers, a cycle I clearly want to break. This uncertainty fueled my optimism and determination, pushing me to explore diverse opportunities within the field. Moreover, the complexity and depth of physics as a subject can be intimidating. In senior high school, I found myself facing challenging material that often left me questioning my capabilities.
Physics, as they say, is math in motion. It is one abstract field. Its abstract concepts, such as quantum phenomena, special relativity, classical mechanics, cosmology, and mechanics, captivated and piqued my interest. I was also attracted to how difficult it seemed to grasp these concepts back in senior high school, which made me so competitive. It was either me conquering the physics subject or it totally conquering me.
Participating in The Girls in Mathematical Sciences program was transformative.
I remember being the first female in my school to contest in the national science and math quiz. My specialties as a candidate were my very brilliant skills and knowledge in physics and math. I was basically their human calculator as well as their math expert. I was glad when I chanced upon The Girls in Mathematical Sciences program organized by the African Institute for Mathematical Sciences. At first, I was skeptical about applying because I thought it was a program only for those interested in pursuing careers in mathematics, but my math teacher encouraged me to apply. I did, and voila, I got in. I am glad to have been part of the first cohort. Participating in The Girls in Mathematical Sciences program was transformative. I met exceptional young ladies whose enthusiasm encouraged me to study harder. Their confidence made me brave, and I deepened my passion for physics while learning about diverse career paths. Dr. Angela Tabiri inspired me as well.
I then realized that the program wasn’t geared only towards girls who wanted to pursue math; I met and appreciated the love of my life, PHYSICS. Funny, right? The world has its ways of doing things. I was enlightened on the various paths and careers that math and physics could lead to. At that point, I was wowed. I knew from then that pursuing a degree in physics wouldn’t be a bad idea either. Who knows? I might just be the next female Einstein.
Currently, I have a strong interest in quantum physics as well as machine learning, but I’m still exploring more options and hoping to intertwine physics with computer science.
I discovered various career paths through the program, including quantum physics, aerospace engineering, and data analysis. Currently, I have a strong interest in quantum physics as well as machine learning, but I’m still exploring more options and hoping to intertwine physics with computer science. Before my passion for physics, initially, my aspirations were firmly set on becoming a medical doctor, a path that seemed more defined and familiar (which is every science student’s dream).
My journey hasn’t been without challenges. Being a female in a predominantly male field can be daunting, especially since there aren’t many females pursuing physics. In my class, males make up about 85%. This disparity has been challenging, but it has also motivated me. In the future, I hope to contribute to the field of physics through research and innovation. I want to inspire other young girls, especially those from Africa, to pursue their passions in STEM fields. Curiosity has been my driving force, and I intend to keep it that way.
So here I am, Dorcas Seshie Afi Mawutor, a young woman from Accra with big dreams and a relentless spirit. My story is just beginning, and I am excited to see where this path will lead. Whether it’s unraveling the mysteries of the universe or inspiring the next generation of female scientists, I am ready for the journey ahead.
Born in Würzburg, Germany • Birth year 1986 • Studied Mathematics at Century College in White Bear Lake, Minnesota, USA • Highest Degree Associates of Science in Business Administration • Lives in White Bear Lake, Minnesota, USA • Occupation Associate Communications Specialist at Metro Transit
From an early age I easily understood patterns that baffled my peers. Because of this I gravitated toward Math. In my early years in school, I was a great student with top marks in all my classes. Things changed in tenth grade when I developed bipolar symptoms. My GPA (US grading scale in high school) plummeted. I eventually failed nine classes including statistics and pre-calculus. After that, Math did not seem like the field for me anymore. Still, my heart’s desire was to pursue math, and I have never given up on that dream.
This class changed everything. It was the spark that re-lit the fire. It brought back the childlike wonder and awe I had for the beauty of mathematics.
I started college shortly after high school. My mental health symptoms continued to get in the way and I did not do well. After years of hard work and dialectical behavioral therapy I learned to manage my symptoms and regain control of my life. I decided to resume higher learning with a new-found confidence. I started at Century College in January 2019 as a first-generation, non-traditional student. However, I did not allow those facts to interfere with my progress. Finally, I was the student I always knew I could be. I dove deep into my classes and actually excelled! I decided to study business, having accumulated ten years of corporate work experience in customer service and answering business correspondence. My first two semesters were filled with general classes, but College Algebra came in fall 2019. This class changed everything. It was the spark that re-lit the fire. It brought back the childlike wonder and awe I had for the beauty of mathematics. I poured my heart and soul into that course and maintained a 99% for most of the semester.
With all my momentum and excitement, surely I would succeed again… until I didn’t.
I have heard many people say that math is so stressful to them that it makes them cry. In contrast, I have wept with wonder when recounting how the universe makes sense when math proofs are worked out. Math is the only subject I see myself pursuing for the rest of my life. This led me to update my college major to Mathematics. I made this change in April 2020: the start of the COVID-19 pandemic.
In spite of the pandemic, I continued to excel in classes. I eventually earned my first degree in May 2021, an Associates of Science in Business Administration. It was in fall of 2021 when I was done with business that I took the class that I always dreamed of: Calculus I. I was especially excited to take that class with my College Algebra professor. With all my momentum and excitement, surely I would succeed again… until I didn’t. I studied for hours and devoted myself to class but was not as successful as I hoped. By the end of the term, I earned a grade of 70%. Although I was eligible to take Calculus II the next semester, I took my instructor’s advice and retook the class. I am glad I took his advice because I did much better the second time and was more prepared for Calculus II. I took Calculus II in fall of 2022. With lots of preparation I excelled in the course.
For a time, I considered quitting, but I never let my struggles win.
Knowing how alone I felt as a female, minority, non-traditional, first-generation college student navigating mathematics during the pandemic, I wanted to give back to other students in similar situations. I was able to do that by becoming an organizer for OURFA2M2, the Online Undergraduate Resource Fair for the Advancement and Alliance of Marginalized Mathematicians. This is one of my proudest achievements since starting my math journey.
I wish that I could say that it was all downhill from there, but it was not. My last 3 semesters have been the most challenging of my math journey. That’s when I took Calculus 3 and Differential Equations. At the same time, I changed jobs and experienced significant changes in my personal life. For a time, I considered quitting, but I never let my struggles win. After 5 years, I am about to graduate from Century College and continue my mathematical journey at a four-year university. I know I will struggle in the future, but my experience so far has shown that I am tenacious and can tackle any challenges that come my way.
When the team at Her Math Story reached out to me to share my story, I was honored for the opportunity. I wrote about my non-linear path through biology, biomathematics, and data science. I also wrote about my early inspiration to do mathematics, which came in part from the time I spent solving mathematical problems with my grandmother during my childhood. After I submitted my story, I thought more about the purpose of Her Maths Story, and about my grandmother. The stories shared by the participants of Her Maths Story are meant to inspire, and to show women the many paths taken by those that came before them, and to also give voice to stories that may not have been told otherwise. And, I thought, the woman who most inspired me to do math has a story herself worth sharing, which I am once again honored to do in these spaces.
My grandmother was a high-school mathematics teacher and eventually vice principal for the majority of her career. She was a kind, warm woman, who shared her love of math with me through fun mathematics games and activities, creating a space where math was something to look forward to and enjoy in good company. Yet, her kind and gentle nature belied an incredibly difficult life, her family lived through Stalin’s Great Purge and the Holocaust, and had to grapple with rising anti-semitism in Stalin’s post-war Soviet Union. Through all this, she was able to pass on to her children and grandchildren a gratitude and appreciation for the many beautiful things life has to offer, and part of that inheritance that I am incredibly grateful for was the love of mathematics that she shared with me. I share her story here in hope to inspire readers to see the beauty of what they are working towards, whether in mathematics or elsewhere, in spite of the difficulties we all face. I want to share the richness of the inheritance she left me.
My grandmother, Innessa (Inna) Bashneva, was born in 1923 in Minsk, Belarus, or what was then the ‘Byelorussian Soviet Socialist Republic’, only recently born itself after the Russian Revolution and ensuing civil war. She came from a Jewish family, indeed, her father’s original last name has been Rutgauz, but as a young revolutionary, his codename had been ‘Bashnev’, which means turret in Russian. He eventually changed his last name to this, a not uncommon practice at the time. By the time Inna was born, her family had managed to find stability in the new regime, with her father working for the local government and her mother staying at home to raise her.
Everything changed during what became known as Stalin’s Great Purge in 1937-1938, where in his quest to consolidate power, Stalin ordered the deportation, imprisonment, or execution of real or suspected rivals. One night in 1937, with only the children at home, the secret police came to take my great-grandfather away, the family found out later that he had been shot. Immediately after, her mother Esther went to stay with friends for her safety, and 14 year-old Inna had to care for her brother for several months while her mother was in hiding. When Esther returned, she went back to work as a nurse to support herself and her children. The family was branded as ‘vragi naroda’ (enemy of the people), which would make it more difficult to obtain a good education, jobs, or healthcare. Such families were shunned out of fear of association, Inna had many friends in school who had also been branded as such, and they had to rely on each other for comfort and friendship.
My grandmother at age 18, just before the war broke out.
I will pause my story to explain that she never spoke about these, and ensuing, events with me, they were shared with me by my father. But if I calculate correctly, it must have been during this tumultuous time, at the very latest, that her love for math must have been born, for in a few years time, and under very difficult circumstances, she would make the choice that would lead her to spend the rest of her life doing and teaching mathematics.
In late spring of 1941, my grandmother attended her high school dance with other students to celebrate the end of the school year, and of their high school education. The next day, the Germans invaded, and the family had to flee. Her younger brother was in a summer camp at the time, and they did not see him, or know of his whereabouts until after the war. They fled first by foot, then by train, and ended up in the town of Biysk in central Russia, located 4,500 kilometers east of Minsk.
Although my grandmother was now a refugee from the war, she was also still a young, ambitious, and intelligent woman who had just finished high school. She and her mother would spend the next four years in Biysk, and Inna enrolled in the Biysk Teachers Institute (which is now a University) to study mathematics education. When the war ended in 1945, the family returned to Minsk, where my great-grandmother and her sisters, whose husbands had also fallen victim to the Great Purge, pooled their resources together to build a house for themselves and all their children. Inna, upon her return, enrolled in the Belarusian State University to continue her education in mathematical pedagogy. Gregory Konstorum, a friend who had been at their high school dance, had made it back from the front only in 1946 as he had been recovering from injuries he had sustained during the war. When he returned, he found that he had lost most of his family to the German occupation. He and my grandmother were reacquainted, and married shortly thereafter.
A school trip to Moscow with teachers and students. My grandmother is center bottom. My father, who also attended the same school, is just behind her.
After Inna graduated from University, she became a high school mathematics teacher, eventually rising to the role of vice principal. In addition to teaching classes in algebra, geometry, and calculus, she also taught more advanced students elements of probability theory and programming, as well as helped to prepare them for mathematics competitions and to take entry exams for some of the top technical universities in the U.S.S.R. I once asked my father if she ever considered furthering her own education or doing research in mathematics. I remember a pause, and then a reminder that her family were still ‘vragi naroda’, that she was lucky to have had such a good education and a good job, especially as my grandfather struggled to find work after studying for a law degree due to another Stalinist clampdown, this time on Jewish intellectuals. I understood.
She was beloved as a teacher and a vice principal. Long after her retirement, she would correspond regularly with several former students by mail. She was known for her kindness, her generosity, and her goodwill. Upon her retirement after almost 40 years of teaching mathematics, she focused all her energy on helping her sons with their young families (I had been born just a year earlier).
In the early 1990s, my parents and I immigrated to the United States. It was a difficult and risky process, and yet almost immediately after we arrived, my father started laying the groundwork for Inna and Esther, who were still in Minsk, to join us in our new home. In the meantime, I was struggling. The long immigration process left me feeling uprooted and confused by all the changes, which slowed down my progress in learning English, and in making new friends. I didn’t fully comprehend the geopolitical forces that led my family to make this great leap in order to give me the chance for a better future in the U.S. My parents at the time were working hard to get a foothold themselves into this new world, and while I didn’t want to make things harder for them by acting out, seeing their challenges may also have prevented me from reaching out to them for more support.
About three years after we moved, Esther and Inna were finally able to join us, and they moved in with us. I watched in amazement as my grandmother, approaching her 70th birthday, leaned into her new surroundings, and began to learn everything she could about her new world, taking me with her in the process. She would listen to the radio for hours working to pick up the nuances of the English language. Whenever we went to the store, she would talk with the cashier, practicing her newly learned language skills. She embraced with open arms what I was so determined to reject.
My junior high school ‘graduation’, with my grandmother standing proudly by as I display my Honor roll ribbons.
And then, there was the math. Possibly readers will think of a stereotype of an Eastern European mathematics teacher, drilling her sole pupil to the pinnacle of mathematical achievement. That was not her though, she understood that was not what I needed. Instead we would pick out math games and puzzles at specialized stores that we could work on together at home. Back at the house, we would sit on the floor, unpack our new purchases, and play. I recall that she would only converse with me in English while we worked through the problems in order to also strengthen my language skills, even though it was more difficult for her. While I no longer remember the specific problems we worked through, I do remember the feeling of joy, peace, and challenge as we made our way through the puzzles. I remember my anxiety falling away in those sessions, replaced by a focus and engagement with the problems.
My grandmother passed away when I was 14 years old, after a long battle with a cancer that returned after a first diagnosis in the former U.S.S.R. As per her character, throughout this time, she maintained a kind and graceful disposition. As if the cancer, just like the Germans and the Soviets, was unable to change or quench her generous and good spirit. In the four years that she had lived with us, I had transformed from a cynical young girl to an Honors student with many prospects and dreams for the future. Her role in that transformation was vital.
Recently, I have begun to think anew about the time Inna spent studying mathematics in Byisk, as war was raging all over Europe and in her home country. I wonder if during those unimaginably dark times, she found respite in the beauty and joy of studying mathematics. That she found something that she could do, enjoy and share, and that would help guide her way forward. And then many, many years later, when she found her own granddaughter in need of a ballast, she gave her the gift she had so much needed and received in those times.
Although my career in applied mathematics is a journey that has had many highs and lows, I find that seeking out the joy in my work helps to center and focus my thoughts and priorities – it is as if my grandmother is still reminding me to stay with the beauty and challenge, that it can help to guide my way forward. And for that gift, I am forever grateful.
Born in Cuneo, Italy • Birth year 1987 • Studied Mathematics at the University of Turin, Italy • Highest Degree PhD in Biostatistics from the University of Zurich, Switzerland • Lives in Venice, Italy • Occupation Assistant Professor with Tenure-Track in Statistics at the University Ca’ Foscari Venice
I have always been passionate about exploring the world of numbers and graphs, finding their intricate patterns and relationships fascinating.
Thanks to my scientific high school education at “Liceo Scientifico Giuseppe Peano”, I was exposed to all the historical and classical branches of mathematics, including Algebra, Geometry, Analysis, and more, with a high degree of knowledge and depth. I was taught important methods for solving equations and performed well in these subjects.
Mathematics was like a game to me: MatheMagics, a sort of puzzle where connecting different pieces represented solving equations, revealing the solutions behind them and the underlying functions.
My Master’s thesis involved developing an epidemiological model to represent a disease in goats.
I pursued Mathematics for both my Bachelor’s and Master’s degrees. My Master’s thesis involved developing an epidemiological model to represent a disease in goats. It was particularly brilliant, receiving two academic recognitions: the Best Master Thesis in Mathematics of the current Academic Year and the Caligara Prize, awarded to Interdisciplinary Master Works with an applied focus. These two awards gave me the ‘wings’ to fly toward the beginning of my academic path.
Therefore, I moved to Switzerland to pursue a Ph.D. in Applied Statistics at the University of Zurich, focusing on the study of Additive Bayesian Networks (ABN) for System Epidemiology. ABN is an innovative methodology that deals with multivariate data, analysing the interconnected and hidden relationships between variables. This marked my first step in transitioning from applied mathematics to statistics.
Mathematics and Statistics are two sides of the same coin, each indispensable and valuable.
Mathematics and Statistics are two sides of the same coin, each indispensable and valuable. On one side, there is the rigour and elegance of formulas, accompanied by foundational knowledge and methodology. On the other side, there is evolution through the modernity of digitalization and concrete applications. Statistics, particularly when applied, is a subject primarily developed using statistical software for data analysis. Additionally, data visualisation is a crucial initial step in comprehending the context. When conducted directly with a tool, it is the outcome of digitalization.
I have always compared my PhD journey to a hike. The peak of the mountain represents the completion of the thesis, or equivalently, the submission and even better, the publication of a scientific paper. I often had the impression that reaching the highest point of the mountain was not possible. This feeling was often demotivating. Overcoming this required strength, determination, and a bit of ambition to finish the task and not give up on the goal. However, the immense satisfaction of completing the PhD ultimately rewarded all the previous effort.
I continued this journey with a PostDoc in Applied Statistics for Nutritional Epidemiology at the International Agency for Research on Cancer (IARC), a part of the World Health Organization (WHO) in Lyon, France. The project focused on studying the relationship between two types of cancer and B-Vitamins intake, involving the development of a Bayesian hierarchical model that accounts for the complexity of the data, including measurement error, disease models, and their intake distribution.
As I began sharing my knowledge, passion, and experiences with them, the joy and gratitude reached their zenith when I observed the students understanding new topics and expressing profound appreciation.
Postdoctoral positions are particularly delicate as they involve a transitional phase in one’s career. At the conclusion of the contract, there may not be a conferred title or a guaranteed position. Therefore, the qualities of strength, determination, and ambition mentioned earlier become even more critical. These attributes are essential for persisting with the research project and not succumbing to challenges, thereby maintaining the original objectives.
After spending a couple of years in France amidst the challenges of academic life, I returned to Switzerland and took on the role of a Scientific Collaborator. This position swiftly evolved into a Senior Lecturer role. Over the course of 6 years, I was affiliated with the University of Geneva, where I taught various courses in Statistics and Mathematics at both the Bachelor and Master levels, delivering lectures in both English and French. Additionally, I served as the Scientific Coordinator of the Master program in Business Analytics.
The first time I embarked on teaching, I felt utterly lost during the preparation phase, a mix of thrill, excitement, and emotion engulfing me afterward. The moment before entering the classroom consistently brought a sense of forgetting my own knowledge, a feeling that dissipated upon seeing the students in front of me. As I began sharing my knowledge, passion, and experiences with them, the joy and gratitude reached their zenith when I observed the students understanding new topics and expressing profound appreciation. These moments stand out as the happiest and most rewarding aspects of my day, constituting a meaningful part of my teaching career.
In this current position, my focus has been on investigating statistical techniques and analyses for demographic studies, particularly on the ageing of the European and Italian population.
During the period in Geneva, my research interests transitioned from biostatistics to philanthropy, exploring specific statistical methodologies highly relevant to that discipline. My shift in research interests expanded further during my role as an Assistant Professor at the University of Florence, a position I held for 10 months just before transitioning to my current role as Assistant Professor with Tenure-Track at the University Ca’ Foscari Venice. In this current position, my focus has been on investigating statistical techniques and analyses for demographic studies, particularly on the ageing of the European and Italian population.
From epidemiology to philanthropy and demography, these are just a few examples of the myriad applications of mathematical and statistical methods. As Galileo Galilei once aptly stated, ‘The Book of Nature is written in the language of Mathematics‘. This encapsulates the secret and magic of this wonderful discipline.
Applying for a PhD can be a very daunting process. But worry not because if you’re considering applying for one and don’t know where to start, here are my top 10 tips to help you prepare and increase your chances of securing the right position for you:
1.Research different types of PhD programmes: There are a few different types of PhD programmes, e.g. applying for a specific advertised project, a programme with integrated study where you continue to take modules, or applying by submitting your own research proposal. So it’s important to research the differences and which type of programme would suit you best! For example, if you know that PhD study is for you, but are unsure on the exact area of research, then consider applying for a programme with integrated study, where you have the opportunity to ‘test out’ rotation projects in the first year before deciding on your thesis.
2.Identify potential supervisors: Talking to your current supervisor, mentor or professor is a great starting point for finding potential PhD supervisors or projects. With their expertise, they should be able to offer suggestions for people who are working in your areas of interest, or forward open PhD position opportunities to you. Checking websites such as findaphd.com, where you can subscribe to a mailing list about positions, or europeanwomeninmaths.org that have a newsletter with open positions, are good ways to hear about what is available out there. You can also directly look for professors who are conducting research in areas that interest you, read their publications and familiarise yourself with some of their research. Reach out to them to see if they are accepting new students. Be sure to mention why you’re interested in working with them and ask what their application process looks like. European Women in Maths also have a mentorship scheme which is very supportive if things can become a bit overwhelming; it is becoming more and more common to have mentorship schemes within universities too.
3.Polish your application materials: When applying for a PhD, it’s important to submit polished and professional materials. Your CV should be up to date and tailored to each programme you’re applying to. Equate Scotland provide women in STEM with a free CV review service, and STEM Graduates have some great tips on how to structure CVs such as what headings to include. Be sure to include any relevant experience, especially research experiences such as internships, placements and any publications (although remember publications are definitely NOT necessary to secure a PhD position). Your personal statement should explain your research interests, why you’re interested in pursuing a PhD in mathematics/statistics, and how your background and experience make you a good candidate for the programme. Remember that your final year research project at university is of course research experience. Reach out to your local student career service too, they can provide advice on application materials for higher education opportunities, not just for industry jobs!
4.Request letters of recommendation: You’ll likely be asked for a couple of references from those who can speak to your academic abilities, research experience, and potential as a mathematician or statistician. Choose recommenders who know you well and can provide specific examples of your strengths, these will typically be your academic supervisor or academic tutor. Be sure to give your recommenders plenty of time to write their letters because there are often strict deadlines, and provide them with any information they might need to write a strong letter, such as your CV and personal statement. Also it can be useful for them to know details of the programme, such as the types of candidates they’re looking for, so they can tailor their reference letters.
5.Take additional maths courses or undertake extracurricular research: Consider taking additional courses online or take the time to do independent study on any areas which interest you research-wise, and which fill knowledge gaps from your undergraduate course. In particular, learning how to code in a new language is extremely beneficial to strengthen any application. You can also consider looking out for opportunities to do research experience. This could be an extended summer project at your home institution, or a research internship elsewhere, for example. This will give you a taster of whether you would enjoy research, and is a great addition to your application and an interview conversation point. These things are definitely optional and dependent on time constraints, so even wider reading around your areas of interest will strengthen your application.
6. Attend information events and open days: Things such as information fairs, university open days and insight events for PhDs are really great to hear directly from current PhD students and their experiences, as well as network with other mathematicians in the same position as you. For example, The Piscopia Initiative holds an annual forum every year that discusses the experiences of women and non-binary students doing PhDs, as well as providing invaluable advice on the application process. They provide travel funding for this too! Open days are really useful to obtain a feel for the university, its people and the city itself. The people you work with and the environment you work in are super important to consider. Also, PhD Your Way is an annual, online event aimed at people from underrepresented groups in mathematics who want to understand all there is to know on applying for a mathematics PhD, with opportunities to speak to current students from various universities.
7.Be prepared for interviews: If you are invited for an interview, be prepared to discuss your research interests, relevant coursework, and any relevant experience you have. Be sure to research the programme and faculty ahead of time so you can ask informed questions. You might also be asked about your future goals and how you see yourself contributing to the research team and department. Sometimes interviewers may ask you to prepare a presentation on a previous research topic, so it is a good idea to get feedback on this beforehand from your current academic supervisor, for example. Be prepared to answer questions on the presentation afterwards.
8.Consider the culture and community: It’s important to consider the culture and community of the programme you’re applying to. Look for programmes that prioritise collaboration and support for their students. You should reach out to current graduate students in the programme, especially students of the supervisors you’re interested in working with. This will give you a sense of the community and what it’s like to be a student there, and an idea as to whether the supervisor is a good working match for you. Consider factors such as location, cost of living, and the availability of resources such as libraries, research facilities, and funding opportunities.
9. Be aware of application deadlines and requirements: Make sure you are aware of the application deadlines and requirements for each programme you are applying to. Be sure to give yourself plenty of time to gather materials and submit your application on time, and give your references plenty of time to write their letters of recommendation. Some programmes may require additional materials such as academic transcripts and graduate certificates, so be sure to read the application requirements carefully and follow them closely.
10.Be persistent and flexible: Applying for a PhD can be a competitive process, so it’s important to be persistent and flexible. I would recommend applying to 3-4 programmes, however if you are not accepted into your top choices, taking a gap year to gain more experience and strengthen your application is a great option too, rather than accepting a programme which may not be 100% for you. Remember there is no ‘right’ time to do a PhD, everyone is different.
By following these tips and taking the time to research potential programmes, polish your application materials, and build relationships with potential advisors and peers, you can increase your chances of being accepted into a programme that will help you achieve your academic and professional goals. Remember to stay persistent, flexible, and open to new opportunities along the way. Good luck!
Note that these tips are based on my personal experience and are not exhaustive, so use them at your own discretion!
About the author
Kaitlyn Louth
Kaitlyn Louth is a second year PhD student joint between The University of Edinburgh and Heriot-Watt University. Her research is in Bayesian Modelling and Statistical Machine Learning for Critical Illness Morbidity Prediction. In particular, using Bayesian hierarchical modelling in a neural network setting to identify changes in morbidity rates for different diseases over time, including regional or socioeconomic differences, and characterising rates for specific cancers and conditions such as heart attacks and strokes. When she is not PhD-ing, she will typically be singing karaoke, dog walking around Holyrood Park or having a little boogie (ballet, tap and very recently aerial)!
Born in Siberia, Russia • Birth year 1989 • Studied Mathematics at Novosibirsk State University in Novosibirsk, Russia • Highest Degree PhD (Candidate of Science) in Mathematics • Lives in Vienna, Austria • Occupation REWIRE Research Fellow (Postdoc) at the University of Vienna
My path in mathematics was both easy and challenging at the same time. Coming from the distant town of Oljokminsk in Yakutia (it is a north-eastern part of Siberia), with a population of less than 10,000 and no neighboring cities within a 500 km radius, I was fortunate to have a supportive family, teachers, and colleagues who guided me along the way.
(…) An unexpected phone call brought a life-changing invitation — an opportunity to attend a summer school 600 km away from my home (…)
My love story with mathematics began in primary school when a wise teacher recognized my hidden potential and offered me additional classes designed for the brightest students, even though I was not among them. Then, during middle school, my math teacher encouraged me and other talented students to participate in numerous math competitions, where we submitted our solutions by post. Thanks to this, at the age of twelve, an unexpected phone call brought a life-changing invitation — an opportunity to attend a summer school 600 km away from my home in the regional center, Yakutsk. The journey from Oljokminsk to Yakutsk is usually far from being easy. You need a plane ride, a 12-hour ship journey in the summer, or a more than 12-hour car ride during winter (once such a winter trip took me three days due to harsh weather conditions!). Nonetheless, my parents didn’t hesitate for an instant and supported me wholeheartedly.
(…) Mathematics was never a subject that came effortlessly to me; it constantly pushed me beyond my comfort zone
Arriving at the summer school, reality fell short of my grand expectations. I discovered that I was not the top student among my peers, and my vulnerabilities as a teenager made me an easy target for bullies. However, amidst these trials, a remarkable teacher from St. Petersburg entered my life, seeing a glimmer of potential within me. And so, I got invited to join another summer school in St. Petersburg. At that moment, my obsession with mathematics was ignited, and I knew without a doubt that I wanted to pursue a math program at the university.
In my research field, Applied Analysis and Modelling, I have been fortunate to collaborate with passionate individuals who foster a culture of friendship and support. And this unwavering support continues to inspire me, though I encountered numerous obstacles throughout my academic journey. Indeed, mathematics was never a subject that came effortlessly to me; it constantly pushed me beyond my comfort zone. While I excelled in my university studies, the research realm presented its own challenges during my PhD and postdoc. Thus, I have to admit that I often made “easy choices” to maintain a straightforward career path, which makes me sometimes wonder if I was truly choosing mathematics or was simply afraid of change.
(…) I believe that with our collective efforts, we can inspire a generation of aspiring mathematicians, cultivating a system that celebrates the brilliance and potential in every individual
Reflecting on my experiences, I have realized that my struggles lay not only within myself but also within the academic system. The unrelenting pressure to prove one’s worth affects your mental well-being. Receiving numerous rejections makes you question your abilities and leaves you feeling inadequate. Moreover, the “bottleneck” effect in academia — a surplus of opportunities for pursuing PhD and postdoc positions but limited permanent positions available — creates an atmosphere of uncertainty and instability in your life. And my hope here is that we, people in academia, can unite and strive for positive change to cultivate an academic environment that nurtures creativity, inclusivity, and fulfillment.
My journey through mathematics has taught me invaluable lessons in resilience, perseverance, and the power of a strong support network. I can proudly say that each challenge of my path has shaped me into the person and mathematician I am today. I maintain an unwavering optimism about the future of academia. And I believe that with our collective efforts, we can inspire a generation of aspiring mathematicians, cultivating a system that celebrates the brilliance and potential in every individual.
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