Emilie Gertz

Emilie Gertz is a Postdoctoral Researcher at the Department of Science Education, Faculty of Science, University of Copenhagen. Her work centers on social justice and equitable access to STEM subjects, investigating how structural and cultural mechanisms shape disparities in belonging within mathematics and science education. She specializes in longitudinal studies of young women's identity formation in Danish upper secondary STX programs, examining intersections with gender, social class, and immigrant background.

Her academic qualifications include:

• PhD in Science Education from the University of Copenhagen (awarded June 19, 2025)
• Master of Science in Mathematics and Philosophy from Aarhus University (awarded August 30, 2007)

Gertz's research interrogates how gender operates subtly behind cultural and institutional mechanisms to influence students' educational trajectories. She analyzes teacher-student recognition dynamics and subject-specific cultures in physics and mathematics, revealing how young women navigate identity negotiations amid societal expectations. Her approach combines qualitative longitudinal methods with theoretical frameworks from gender studies and critical pedagogy to advocate for inclusive STEM learning environments that validate diverse student experiences.

Recent publications (2023-2025) consistently explore gendered identity formation in upper secondary STEM contexts, with increasing attention to intersectional factors like social class and immigrant background. Her work demonstrates methodological continuity through qualitative analysis of student narratives, while expanding into physics education and transitions into STEM fields. Key thematic evolution shows deepening focus on how imagined futures and cultural production processes shape students' sense of legitimacy in science and mathematics.

No scientific awards were listed in the provided information.

Gertz has supervised bachelor projects in mathematics history and philosophy, and co-supervised a mathematics education thesis. Her teaching spans upper secondary STX/HTX programs (2009-2015) and university lecturing at Aarhus University (2015-2021) in mathematics philosophy and computer science history. Though specific grant details are absent, her research is institutionally supported through her postdoctoral position.

Collaborative activities with researchers like Hanne T. Holmegaard and Jeppe L. Niemann indicate active participation in gender-in-STEM research networks, though no dedicated labs or teams are specified. Her work engages with institutional diversity initiatives through presentations on gender relevance for STEM educators.