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Many of Dr. Berry’s observations were intuitive and familiar but this was the first I heard the question laid bare: whose interests are being served when math and race are in the same discussion? Of course I am not a practitioner in this research area, just grateful to be joining as a lay mathematician / teacher. Thank you Dr. Berry.

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so the story Dr. Abebe shared about how this organization began is compelling! 6 years ago it was an online reading seminar! --- what can be done/accomplished/built with few like-minded individuals is undeniable + loud.

caleb.ashley@bc@edu

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I was struck by the clarity and purposefulness in all that was shared. eg. Dr. Abebe wrote out explicitly, "we have a responsibility to shape how our research is understood and used." --- this kind of clear-eyed explicit focus is not accidental, or clumsy but is born of determined engagement in issues of math + racial justice. (It sounds simple, but it is not the status quo.)

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Dr. Berry's synthesis of Critical Race Theory, Interest Convergence Principle, Loss/Gain binary was all a new narrative for me. Profoundly powerful ideas, each resonated inwardly and will help me navigate the path of autonomy we all are walking.

Caleb Ashley. caleb.ashley@bc.edu

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I was unexpectedly brought close to tears because of the shared stories. It reminded me of my own painful journey but more importantly of my son's current journey. We have had to withdraw him from school because of the overwhelming toxic environment studying upper level mathematics and physics. He considered suicide.
Having a supportive environment is critical - lifesaving even. Micro-aggressions are killing us with a thousand tiny cuts.

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I'd like to hear more about the details of how Dr. Abebe works with experts/affected communities.

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I'd like to hear more about the details of how Dr. Abebe works with experts/affected communities.

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What would it take to eliminate  comments like "We don't need mediocre mathematicians," that undermine students' confidence in their own abilities and reinforce that they don't belong?  How can the Institutional structure and culture be changed to be fully inclusive and void of questioning the legitimacy of any student being there?

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I thought we'd get more of a chance to hear from the speakers (who were great) and to ask them questions. I think it might have helped if the panel moderator had heard their talks.

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The question: Imagine what investment we need to make (what it would take) to make sure that everyone can be successful and is supported in their effort, if they want to be successful.

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Rediet Abebe's work was new to me.  I will be reading the Subsidy Allocation paper with an eye to incorporating some of the ideas into an undergraduate course in Mathematical Modeling.

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Hearing Dr Abebe's and Dr Berry's personal stories was unexpected for me, but drove home the presence of racism in mathematical spaces in a very effective way. Thank you so much for sharing.

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I really appreciated Dr. Abebe's explicit encouragement for non-underrepresented (which sounds funny when I put it that way, I mostly mean white) colleagues to put whatever good intentions they may have to work via meaningful action. Too many of these discussions seem to leave that inference for participants to deduce for themselves. Dr. Berry's point about questioning why a given person is saying "We need more black men teaching mathematics" in the moment they are saying it was also extremely thought-provoking.

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The agenda for racial justice that was discussed in the panel is definitely something I'd like to bring up in my own department

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MSRI EZproxy:  cycle.msri.org
MSRI math & racial justice EZproxy username: mathRJ
MSRI math & racial justice EZproxy password:  mathRJ9jS

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Dr Abebe's talk inclusion of the four ways that mathematics can be used in racial justice in her talk was very illuminating, as was Dr Berry's discussion of how math education has a political agenda.

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Just as many of the examples Dr. Abebe presented - for instance, access to high-authority resources (webpages, etc.) is severely unequal; biases along each step of the way.

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I forgot how good it felt to be "around" colleagues of color interested in social justice. I have felt isolated. Although it's not a good thing, it also does help to know that others have similar (negative) experiences in their departments.

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Thinking about the statement "We talk about race in mathematics but we don't talk about *racism* in mathematics" (Dr. Berry) -- yes. We might talk about how elitist attitudes are problematic for people from historically excluded populations, but we need the courage to name and discuss the effects of racism -- whether systemic or individual.

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I know this is about words, but I also just wanted to say that what I needed were the people. Just even with the little I could attend. I just really needed to see a large and interested community.

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Questions people sent me for Dr. Berry: What can we do to make sure the impact of doubling the budget of NSF in the next 5 years has an ACTUAL positive impact on underrepresented folks in STEM?

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Questions people sent me for Dr. Berry: What can we do to make sure the impact of doubling the budget of NSF in the next 5 years has an ACTUAL positive impact on underrepresented folks in STEM?

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I really appreciated the historical and contemporary context and framing of the issues and the themes.