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We are the Network of Minorities in Mathematical Sciences. Our mission is to feature and share the accomplishments of blacks in the mathematical sciences. The mathematicians highlighted here have made significant contributions in research, mentoring, and teaching.

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A vibrant, inclusive, and diverse Mathematical community where the Latinx and Hispanic culture is valued, cultivated, and celebrated.

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Indigenous Mathematicians

Our Mission & Vision

This website seeks to put together all the known information about Indigenous Mathematicians. We recognize that Native People have been doing mathematics (and hence have been mathematicians) for millennia. However here, we use "mathematician" to mean someone formally trained in mathematics in the Western academic system and/or someone who practices mathematics in their profession. Thus we may potentially include those with non-terminal mathematics degrees.

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We Are Indigenous Mathematicians - Indigenous Mathematicians

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Indigenous Mathematicians Learn more about our community of Indigenous Mathematicians across the world! Our 2021 Honorees Learn more about our very own Indigenous Mathematicians from around the world as they share in story about their personal and professional journeys in mathematics Networking Knowledge Exchange Inspire Inspiring Mathematicians Around the World Find out here we are each doing math around the world!

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Benjamin Banneker Association, Inc. is a national non-profit organization of individuals and groups concerned with the mathematics education of ALL children - specifically African-American children.

Since our founding in 1986, our organization has been dedicated to mathematics education advocacy, establishing a presence for leadership, and professional development to support teachers in leveling the playing field for mathematics learning of the highest quality for African-American students.

The Benjamin Banneker Association (BBA) was founded by seven insightful, concerned, and courageous African-American mathematics educators. Benjamin Dudley, Edgar Edwards, Jr., William Greer, Harriett Haynes, Marie Jernigan, Genevieve Knight, and Dorothy Strong decided that there was a significant need for a forum to discuss the success and problems of the learning and teaching of mathematics concerning African-American children. learning and teaching of mathematics concerning African-American children. The initial activities were in an Interaction Laboratory and a Breakfast in conjunction with NCTM Annual Meeting in Washington, D.C., in 1986.

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Benjamin Banneker Association, Inc. is a national non-profit organization of individuals and groups concerned with the mathematics education of ALL children - specifically African-American children. Since our founding in 1986, our organization has been dedicated to mathematics education advocacy, establishing a presence for leadership, and professional development to support teachers in leveling the playing field for mathematics learning of the highest quality for African-American students.

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The National Association of Mathematicians - Home

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High School Math Lessons to Explore Social Injustice

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High School Math Lessons to Explore Social Injustice

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"MEET a Mathematician!" is a collection of video interviews with mathematicians. Our mission is to introduce students from underrepresented groups to role models through our video series. If you would like a recommend a mathematician to be part of our interview series, please reach out to us at meetamathematician@gmail.com.

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There is a future where STEM reflects the demographics of our country, so the field is better equipped to solve our world's most pressing problems. Through our people, programs, and partnerships, SACNAS has taken a radical approach to lead with culture and identity as the means to achieve true diversity in STEM.

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STEM Education | Diverse Workforce | SACNAS

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Serving students, researchers and professional, SACNAS connects its thousands of members to the people, programs, and resources they need to grow in STEM.

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Title Hedgehog’s Home for FallAuthor By Clever Publishing

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Brimming with creative inspiration, how-to projects, and useful information to enrich your everyday life, pursue your interests and passions at Quarto.com. Visit our site to browse and buy our beautifully illustrated books for children and adults.

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Black Mathematicians and the Paths to Excellence

Alternative formats available from:

Preface: "The Substance of Things Hoped For, the Evidence of Things Not Seen"
Acknowledgments
1. Introduction
2. Kinships and Communities
3. Navigating the Mason-Dixon Divide
4. "Representing the Race"
5. Flying Home
6. Conclusions
Appendix A. Methodological Note
Appendix B. Interview Protocol
Notes
References
Index

An in-depth look at the lives, experiences, and professional careers of Black mathematicians in the United States.

Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting in detail the experiences of Black mathematicians, this book broadens significantly the knowledge base about mathematically successful African Americans. Beyond Banneker demonstrates how mathematics success is fostered among Blacks by mathematicians, mathematics educators, teachers, parents, and others, a story that has been largely overlooked by the profession and research community. Based on archival research and in-depth interviews with thirty mathematicians, this important and timely book vividly captures important narratives about mathematics teaching and learning in multiple contexts, as well as the unique historical and contemporary settings related to race, opportunity, and excellence that Black mathematicians experience. Walker draws upon these narratives to suggest ways to capitalize on the power and potential of underserved communities to respond to the national imperative for developing math success for new generations of young people.

Erica N. Walker is Associate Professor of Mathematics Education at Teachers College, Columbia University. She is the author of Building Mathematics Learning Communities: Improving Outcomes in Urban High Schools.

"...a well-researched exegesis of the various trajectories people of African descent have taken (and been forced to take) in order to become members of the American mathematical community throughout the late 20th century ... Beyond Banneker is an important addition to the conversation about diversity and broadening participation in the sciences." - MAA Reviews

"If you are looking for a book that disrupts dominant discourses of the 'White male math myth' and 'African American inferiority,' this is the book for you ... This powerful yet accessible book names oppressive structures and celebrates the brilliance of Black mathematicians." - Mathematics Teaching in the Middle School

" Beyond Banneker adds to a little-known piece of American history." - CHOICE

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Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting ...

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an inclusive vision of what mathematics is, who it's for,
and why anyone should learn it

in bookstores now or order from

interview with QUANTA magazine
"what is human flourishing?"

-JAMES TANTON
Global Math Project

"This is perhaps the most important mathematics book of our time.
Francis Su shows mathematics is an experience of the mind and, most important, of the heart."

about

Mathematics for human flourishing

From Yale Press:

For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas.

​

In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award-winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires-such as for play, beauty, freedom, justice, and love-and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother's, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher's letters to the author appear throughout the book and show how this intellectual pursuit can-and must-be open to all.

Reflection & Action

Ways you can go deeper.

Notes with live hyperlinks to the bibliographic references in each chapter.

100 questions for reflection. Gather friends, read the book, discuss. #Math4HF

People and organizations that could flourish with your assistance.

about the author

Francis Su writes about the dignity of human beings and the wonder of mathematical teaching. He is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college math faculty, and in 2018 he won the Halmos-Ford writing award for the highly-acclaimed speech that formed the basis for his book Mathematics for Human Flourishing. His work has been featured in Quanta Magazine, Wired, and the New York Times.

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Mathematics for Human Flourishing - Book Page

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Book reviews and press about Mathematics for Human Flourishing, as well as resources for reflection and action.

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Alliance of Indigenous Math Circles - A Global and Inclusive Community of Indigenous Math Circles

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Our work is all about the power of communities to bring diverse perspectives together to solve problems. We are a Special Project of the American Institute of Mathematics and we wholeheartedly endorse their statement regarding the murders of George Floyd, Ahmaud Aubrey, Breonna Taylor, and others.

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Count Me In: Community and Belonging in Mathematics

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Becoming the Math Teacher You Wish You Had

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Becoming the Math Teacher You Wish You Had

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Association for Women in Mathematics (AWM)

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The AWM is firmly committed to fostering an inclusive environment that enables a diverse community to be involved in and contribute to AWM activities. The AWM believes that all people with an interest in mathematics should be supported and encouraged to participate in the profession. It is AWM's goal to celebrate, recognize and support a diverse mathematical community of individuals from across the spectrum of age, race, gender, gender identity and expression, national or ethnic origin, religion and religious belief, marital status, parental status, body shape or size, sexual orientation, physical ability, socioeconomic status, employment status and other aspects of diversity.

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The purpose of the Association for Women in Mathematics is to encourage women and girls to study and to have active careers in the mathematical sciences, and to promote equal opportunity and the equal treatment of women and girls in the mathematical sciences.

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The EDGE Summer Program prepares a cohort of women to succeed in PhD programs in the mathematical sciences and beyond.

The Karen EDGE Fellowship enhances the research of mid-career members of underrepresented minority groups.

At every career stage, EDGE mentoring provides opportunities, strategies for success, and a vast network of support.

EDGE promotes community discussions that address systemic barriers in mathematics and increase diversity and inclusivity.

EDGE's Method

The Summer Program and the Summer Symposium provide EDGErs with a toolkit for success and confidence through rigorous workshops in key subjects, collaborative problem sessions, research presentations, colloquia, and community-building events.

EDGE's Mentoring

Tiered mentorship is the secret to our collective success. EDGErs at all career levels learn from our diverse community of role models while honing their own leadership skills and giving back to the community.

EDGE'S Network

Multiple studies have shown that role models, mentors, and interactions with peers are crucial for women's persistence in STEM, especially for women of color. EDGE emphasizes the creation and maintenance of professional connections, organizing multiple cohort gatherings each year.

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EDGE: A Program for Women in Mathematics

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EDGE empowers new generations of mathematical leaders who are transforming the STEM landscape. Together, we can inspire excellence and leadership to enrich the US workforce, transform STEM education, and propel innovative research.

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Math Teachers' Circle for Social Justice

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Math Teachers' Circle for Social Justice

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We are a professional development group focused on leveraging the power of mathematics in promoting discourse and analyzing issues of social injustice. We believe that far too often, young learners perceive mathematics as an isolated set of skills and procedures that are disconnected from the

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In Choosing to See, Pamela Seda and Kyndall Brown offer a substantive, rigorous, and necessary set of interventions to move mathematics education toward greater equity, particularly in serving the needs of Black and Brown students, who are underrepresented and underserved as math scholars. The autho…

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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By Julia Aguirre, Karen Mayfield-Ingram, Danny Martin

Each teacher and student brings many identities to the classroom. What is their impact on the student's learning and the teacher's teaching of mathematics?

This book invites K-8 teachers to reflect on their own and their students' multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices:

Going deep with mathematics

Leveraging multiple mathematical competencies

Affirming mathematics learners' identities

Challenging spaces of marginality

Drawing on multiple resources of knowledge

Special features of the book:

Classroom vignettes, lessons, and assessments showing equity-based practices

Tools for teachers' self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u

Suggestions for partnering with parents and community organizations

End-of-chapter discussion questions

About the Authors:
Julia Maria Aguirre is assistant professor of education at the University of Washington-Tacoma. Her work focuses on mathematics teaching and learning, teacher education, and culturally responsive mathematics pedagogy, with a primary goal of strengthening access and advancement in mathematics education for historically marginalized youth. The National Science Foundation, Carnegie Foundation, and Spencer Foundation have funded her work.
Karen Mayfield-Ingram is associate director for the EQUALS programs at the Lawrence Hall of Science at the University of California, Berkeley. Her work focuses on mathematics and equity professional development, teacher leadership, and parent involvement. She is the author of The Journey--Through Middle School Math (EQUALS, 2005) and co-editor of the EQUALS Middle School Investigations series.

Danny Bernard Martin is professor of education and mathematics at the University of Illinois at Chicago. His research focuses on understanding the salience of race and identity in black children's mathematical experiences. He is the author of Mathematics Success and Failure among African Youth (Erlbaum, 2000), editor of Mathematics Teaching, Learning, and Liberation in the Lives of Black Children(Routledge, 2009), and co-editor of The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse(Information Age, 2013).

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The Impact of Identity in K-8 Mathematics Learning and Teaching: Rethinking Equity-Based Practices (Download) - National Council of Teachers of Mathematics

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Each teacher and student brings many identities to the classroom. What is their impact on the student's learning and the teacher's teaching of mathematics? This book invites K-8 teachers to reflect on their own and their students' multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students.

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The Dreamkeepers: Successful Teachers of African American Children

Gloria Ladson-Billings

Interviewed teachers who were - by the voices of children, peer teachers, and supervisors – considered good teachers.

https://www.amazon.com/dp/0470408154/ref=cm_sw_r_apan_i_29AKKKGDHQ23NGQNCNKW

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Framework for thinking about equity

https://www.nctm.org/Store/Products/The-Impact-of-Identity-in-K-8-Mathematics-Learning-and-Teaching--Rethinking-Equity-Based-Practices-(Download)/

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Mathematical Mirrors, Windows, and Sliding Glass Doors: Young Adult Texts as Sites for Identifying With Mathematics

Sara Rezvi & Gregory Larnell

About the importance of mathematical windows (inspired by Bishop)

https://www.researchgate.net/publication/339491950_Mathematical_Mirrors_Windows_and_Sliding_Glass_Doors_Young_Adult_Texts_as_Sites_for_Identifying_With_Mathematics

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http://lgbtmath.org/People.html

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Visibility is important! LGBTQ+ mathematicians are everywhere, and we hope this list can serve as support for mathematicians at various places on their own LGBTQ+ journies and also as a resource for people looking to learn more about the climate at various universities.
For each mathematician, any identity words and pronouns listed were given by the respondent.

You can sign up to be on the outlist or the allylist or update your listing by filling out this form.

The following icons are used in the two lists:

means that one can feel free to contact this mathematician about the climate at their university.

is the mathematicians website.

is a contact email.

Name

Title & Affiliation

Daniel Condon

Visiting Assistant Professor, Williams College (they/them)

Amanda Folsom

Professor, Amherst College

Richard Hollister

Visiting Assistant Professor of Mathematics at SUNY Buffalo (He, Him, His)

Deepak Kamlesh

DPhil in Pure Mathematics, University of Oxford, UK

Inbar Klang

Ritt Assistant Professor, Columbia University (She/her)

Jakob Kotas

Assistant Professor (He)

Jackie Lang

Oxford University (she/her/hers)

Taeuk Nam

Graduate Student

Alex Riasanovsky

Data Scientist (she/they)

Herman Rohrbach

PhD student (They/them)

Eric Roon

PhD student, Graduate Teaching Assistant at the University of Arizona (He/him)

Shinx Shfinx Sarah

Student (Cat/she)

Name

Title & Affiliation

Rae Alvir

U of Notre Dame, Grad Student

Thomas Cottrell

Teaching Fellow, University of Bath (he/him)

Megan Cream

Professor of Practice at Lehigh University (She/Her/Hers)

Chris Creighton

Graduate Student, Purdue University (he/him/his)

Arun Debray

Graduate student, UT Austin (He/him)

Osnat Katz

PhD Student in Science and Technology Studies - UCL/Science Museum (she/they)

Jennifer Park

Assistant Professor, The Ohio State University (She/her/hers)

Rahul Rajkumar

PhD Student at UC Riverside (He/Him)

Ana Ros Camacho

NWO Veni Fellow, Utrecht University

David Rubinstein

PhD Student, UCSC (He/Him/His)

Jonathan Scott

Associate Professor, Dept of Mathematics, Cleveland State University (He, him, his)

Peter Selinger

Professor, Dalhousie University

Kevin Sukanek

Senior Lecturer (He/Him/His)

Mariel Supina

PhD candidate at UC Berkeley (she/her/hers)

Melissa Sutherland

Associate Professor of Math, SUNY Geneseo (She/her/hers)

Chelsea Walton

Assoc Prof, Rice University (She/ her)

suraj yadav

Phd student, Indian Institute of Science Education and Research,Pune

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Visibility is important! LGBTQ+ mathematicians are everywhere, and we hope this list can serve as support for mathematicians at various places on their own LGBTQ+ journies and also as a resource for people looking to learn more about the climate at various universities. For each mathematician, any identity words and pronouns listed were given by the respondent.

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Aside from these cultural references related to success in mathematics through overcoming disability, there are volumes of research that have been written about what disabled people can't do in mathematics (Lambert & Tan, 2017), and there's almost nothing of substance that describes disabled brilliance. That changes today, with the launch of Sines of Disability ( www.sinesofdisability.com). We are a community of mathematicians, mathematics educators, and activists who are committed to disrupting ableism in mathematics and beyond.

Conversations about disability in mathematics are often surrounded by stigma, silence, and shame. Disability is seen as an individual flaw that needs to be hidden or overcome, so that disabled folks can "be normal." The irony is that many of the greatest mathematicians-Newton, Dirac, Nash, and Riemann, to name a few-are all hypothesized to have been autistic or otherwise neurodiverse (James, 2003). But have you ever been a part of a conversation praising these mathematicians for their disabled brilliance? Society tells us that these mathematicians were great despite being disabled, not because of it.

It shouldn't be surprising that most disabled people in the mathematics community experience a high degree of disconnectedness and loneliness. Many disabilities are invisible, and there's no way for disabled folks to identify each other just by looking at one another. And because we're pathologized in mathematics, either as being "too good" or "not good enough" at mathematics (Reinholz, 2021), most disabled mathematicians would prefer not to share their disabilities in any public way. They use their psychological and emotional energy to perform "normality," which is exhausting. How then, do we expect to serve as role models for future generations of disabled people with mathematical dreams and aspirations? Research is clear that role models matter (Marx & Roman, 2002), yet disabled students grow up without role models (Mueller, 2021), and this is doubly true for disabled students who need mathematical role models. If we asked you to, could you come up with a list of ten disabled mathematicians who you admire? How about five? Most likely not. That's a huge problem.

People are silent about disability because society tells us to be ashamed of it. We are not ashamed of being disabled. We are proud. The disability justice movement tells us how disability is a political identity, and we reclaim our identities as tools for positive change in the mathematics community. The prevailing wisdom in the world today is that disabled people struggle because of our individual flaws. This is false. While disabilities can offer their own challenges, overwhelmingly the barriers that we face are created by society. We are disabled by society and, in actuality, we have our own strengths as disabled people (a so-called "disability gain"). Ableism is all around us, but most nondisabled people don't see it. We all need to see it, so that we can dismantle it. Thus, we launch Sines of Disability as one small step towards this dismantling.

Our goal is that Sines of Disability will be the first step to celebrating disabled brilliance and creating a new narrative about how to think about disability and mathematics. We are building out a community of disabled people so that we can support one another, and so that we can educate the broader community. We aim to build solidarity across disabilities and are committed to dismantling ableism and other interlocking systems of oppression such as racism and sexism. We reject the stigma that surrounds disability in the math community. We reject the ways that mathematics and ableism can work together to label people as "smart" or "not smart," and we are looking for other disabled mathematicians and mathematics educators to join us. Spread the word so that we can make a change in our community.

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MAA Blog: Sines of Disability - MATH VALUES

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Dr. Daniel Reinholtz and Lisette Torres-Gerald launch 'Sines of Disability', a community committed to disrupting ableism in mathematics and beyond.

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Resources and guidance to support Black, LatinX, and Multilingual students to thrive in grades 6-8 A Pathway to Equitable Math Instruction is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards.

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A Framework for Understanding Whiteness in Math Education (Battey & Leyva, 2016)

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A Framework for Understanding Whiteness in Math Education (Battey & Leyva, 2016)

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Pamela Harris/Aris Winger - Advocating for Students

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Pamela Harris/Aris Winger - Advocating for Students

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https://www.pamelaeharris.com/post/new-book-on-advocating-for-students-of-color-in-mathematics

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Dr. Pamela E. Harris unveils a new book project in collaboration with Dr. Aris Winger.

Order your copy here .

From the hosts of the podcast Mathematically Uncensored and inspired by the authors' work on creating and leading professional development programs that bring together mathematics/math education faculty and K-12 STEM educators throughout the United States, the book "Asked and Answered: Dialogues On Advocating For Students of Color in Mathematics" provides the reader with a window into the process of going from a bystander to an advocate for students of color in mathematics. Covering 5 Dialogues between the authors, the content is raw, emotional, humorous, and real. Readers should expect to be challenged and unsettled, as oftentimes the authors directly address the readers in multiple calls to action while guiding them in self-reflection.

A quote from the book:

"A related question is then: Are you ready to do an audit of every single part of your practice? Oh my goodness. Are you ready to look at all that you do, all the decisions that you make in your professional lives and say, 'Wait, is that good for everybody? Wait, who does that really impact? Wait, who might be suffering because I'm doing it this way? Wait, should I do this differently?' "

Dr. Pamela E. Harris unveils a new book project in collaboration with Dr. Aris Winger.

Order your copy here .

From the hosts of the podcast Mathematically Uncensored and inspired by the authors' work on creating and leading professional development programs that bring together mathematics/math education faculty and K-12 STEM educators throughout the United States, the book "Asked and Answered: Dialogues On Advocating For Students of Color in Mathematics" provides the reader with a window into the process of going from a bystander to an advocate for students of color in mathematics. Covering 5 Dialogues between the authors, the content is raw, emotional, humorous, and real. Readers should expect to be challenged and unsettled, as oftentimes the authors directly address the readers in multiple calls to action while guiding them in self-reflection.

A quote from the book:

"A related question is then: Are you ready to do an audit of every single part of your practice? Oh my goodness. Are you ready to look at all that you do, all the decisions that you make in your professional lives and say, 'Wait, is that good for everybody? Wait, who does that really impact? Wait, who might be suffering because I'm doing it this way? Wait, should I do this differently?' "

By Pamela E. Harris In my new position as a professor at a research institution, I am beginning to build mentor-mentee relationships with graduate students, which (as is expected) are relationships th

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New Book on Advocating for Students of Color in Mathematics

# data[].attributes.attachment_link.description
Dr. Pamela E. Harris unveils a new book project in collaboration with Dr. Aris Winger. Order your copy here.

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Critical Race Theory in Mathematics Education

# data[].attributes.subject
Critical Race Theory in Mathematics Education

# data[].attributes.body
https://www.routledge.com/Critical-Race-Theory-in-Mathematics-Education/Davis-Jett/p/book/9781138562677

# data[].attributes.attachment_link.title
Critical Race Theory in Mathematics Education

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Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans’ mathematics education. CRT has gained traction within the educatio…

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Reconceptualizing Science Education for Learners of African Descent (Mutegi, Morton, & Etienne, 2019) (Science related but some really nice thoughts here that can be connected to the teaching of mathematics)

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Joseph/Haynes/Cobb - Interrogating Whiteness and Relinquishing Power

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Joseph/Haynes/Cobb - Interrogating Whiteness and Relinquishing Power

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https://www.peterlang.com/document/1118290

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| XI →

Foreword

This is a timely book. As I write these words, the United States is yet again is in the midst of grappling with its complex racial reality. For example, political pundits and ordinary citizens of all persuasions are offering up explanations for, and commentary about, the continued devaluation of Black life, as exemplified in a string of police shootings involving unarmed Black men and women. In societal discourses around these recent incidents, it has become increasingly clear to me that there is a high threshold for Black pain, especially among many Whites. Social science surveys show that Black and White citizens remain split in their views on racial matters. Even in the face of video evidence to the contrary, many White Americans continue to believe that racial conditions in the United States have improved to the point that race and racism no longer matter. In contrast, many Black Americans point to contemporary events and link them to a historical trajectory of state violence and dehumanization. Moving beyond the "Black-White" binary, the history of state violence and dehumanization has extended to other "non-White" social groups and "races." As a result, Whiteness and White supremacy continue to structure U.S. society.

I would argue that contemporary events like those referenced above and the history of racialization in the United States envelop STEM education. STEM education is not above the fray of racial reality and politics. It has always been imbued with racial contestation, racial hierarchy, and racial ideology. There are strong arguments that can be made to support the following: (a) STEM education, as a social project, has always been connected to larger racial projects in society; (b) as domains of social practice, most, if not all, STEM disciplines can be characterized as instantiations of White institutional space and (c) equity-oriented reforms within these disciplines have typically been rooted in appeals to White rationality, White sensitivities, and White benevolence. ← XI | XII →

So, in the context of the above, I take great interest in this book. I am particularly interested in the White racial consciousness that is the focus of most chapters. From their first-person perspectives, what does it mean for White STEM faculties to be racially conscious? What is the content of that racial consciousness? How have they and how do White STEM faculties act on that consciousness? Where does the White gaze focus in discussions of race, racism, and Whiteness? Although these questions are answered via the authors in this text, White STEM faculties have long exhibited various forms of racial consciousness. Those levels of consciousness are not disconnected from the long-standing disparities in outcomes and experiences within the various domains. I trust that the White scholars who openly discuss Whiteness in this text are trying not to re-inscribe Whiteness with other layers of privilege but instead to complicate it. One aspect of this complexity is to think deeply about the evolution of White racial consciousness and how it can move from an ideology of White supremacy to one of decolonization, the latter being a framework that can be used to annihilate the former.

I invite readers to share my interests but also to raise their own critical questions about Whiteness in STEM.

Danny B. Martin

| XIII →

Acknowledgments

Our interest in the connections between racial consciousness, whiteness, power, and teaching excellence, with a particular focus on STEM, originates from our individual scholarship and commitment to transformative teaching and inclusive excellence in higher education. We each have had higher education experiences as both student and instructor that have informed our overall research agendas and teaching priorities. This collection of faculty narratives is aligned with our current and future scholarship. We thank Kara Viesca for the car conversation that turned into a meeting with the Social Justice Across Contexts in Education series editor, sj Miller, which then turned into a tangible project.

Faculty in this book are all excellent instructors working toward the goal of increasing equitable outcomes for all students. Passionate in their commitment and generous in their willingness to share, the White faculty and faculty of color embody what is best about interrogation-reflective and reflexive practices-that can lead to exposure of how racial consciousness helps identify persistent patterns of racism that are inherent in classroom teaching, particularly in higher education and in STEM. The tripartite format of our book makes it a unique and scholarly endeavor because our contributors engaged their inner selves and had the courage to illuminate both their problems and possibilities of teaching for social justice.

We credit our colleagues who gave input and shared our call with their networks. We also credit our families, who gave us the time and space to create a product that took lots of time and effort. Our families, while not academics, believe in pursuits of democracy and social justice. In the end, ← XIII | XIV → scholarship, like democracy itself, is a collective enterprise. This book is the better for all those who have worked to expose the link between racial consciousness and teaching excellence.

-Nicole, Chayla, and Floyd

| 1 →

Introduction

Transforming the STEM System: Teaching that Disrupts White Institutional Space

CHAYLA HAYNES AND NICOLE M. JOSEPH

Last spring, a colleague who is an African American faculty member in STEM came to my office to show me something he found in a book that he had checked out from our institution's library. Quite disappointing to us both, its sentiments reflect widely held assumptions that are rooted in a belief that mathematics, like other STEM disciplines, is a White institutional space. In this book, Black Mathematicians ← 1 | 2 → and Their Works (Newell, Gipson, Rich, & Stubblefield, 1980), are the contributions and photos of Black female and male faculty who hold a doctorate in pure mathematics (or STEM). Eleven of the photos had been defaced with comments like the one shown here, which reads "1/2 white" (see Figure I.1). It is as if the writer wanted us to know that for a Black person to hold a PhD in engineering, he or she must be at least "half White," because achievements like these not only don't belong to Blacks, but are also not typical of them. I looked at my colleague in despair and said, "This is one reason why our book is needed."

-Personal narrative, N. Joseph, 2015

This volume illuminates the significant influence that racial consciousness has on the behaviors of White faculty in the classroom (Haynes, 2013) by demonstrating that teacher excellence is dependent upon the fostering of inclusion. Racial consciousness, in this regard, is "an in-depth understanding of the racialized nature of our world, requiring critical reflection on how assumptions, privilege, and biases about race contribute to one's worldview" (Haynes, 2013, pp. 50-51). Because racial consciousness and the behaviors of White faculty in the classroom appear inextricably linked (see Haynes, 2013; Haynes, forthcoming), it is also presumed that White faculty with higher levels of racial consciousness employ behaviors in their classroom that promote more equitable educational outcomes for racially minoritized students (see Haynes, 2013; Haynes, forthcoming).

The term faculty behavior is used to isolate the two most compelling aspects of classroom dynamics: course design and instruction (Haynes, 2013). From this vantage point, faculty includes those who teach across the P-20, at both the secondary and postsecondary levels. Of those faculty, more than 80% are White (Feistritzer, 2011). However, growing racial diversity among students and gaps in achievement suggest that attempts to address this predicament must prioritize an examination of the classroom with an evaluation of responsibility, effectiveness, and preparation of faculty, who often feel ill equipped (Delpit, 1996; Gay, 2010) to support the needs of diverse students.

Although important to all strands of education, we focus on faculty who teach science, technology, engineering, and mathematics (STEM), including those who train pre-service teachers seeking licensure in that discipline. Further, we conceptualize that purists and educator faculty are part of a STEM system (see Figure I.2), playing a critical role in the realization of this industry's overarching national goal of diversifying its labor force by increasing participation in STEM among racially minoritized students. But like many facets of higher education, the STEM system functions as White institutional space that positions Whiteness as normal, reproduces hegemony, and contributes to the differing of experiences among students based on race (Martin, 2008; McGee & Martin, 2011; Moore, 2008; Tate, 1994; Terry, 2010). ← 2 | 3 →

Whiteness, as reflected in race discourse, is distinct from the socially constructed racial category "White." As a phenomenon, Whiteness is the act of characterizing what is natural, real, or customary around the White experience (Leonardo, 2002). Whiteness (a) contributes to an unwillingness to acknowledge racism's effects, (b) allows those in racial group superiority to deny their privilege, and (c) permits our country's racist legacy to be minimized (Leonardo, 2002). Whereas it is widely known that Whites materially and psychologically (McIntosh, 1989) benefit the most from Whiteness, it is also important to acknowledge its hegemonic impact.

There is a system of dominance at work that we are not only socialized toward (Baber, 2015; Bonilla-Silva, 2003; Feagin, 2009), but that also justifies the outright exclusion of those who are presumably "not White" or Other (e.g., not American, not Christian, or not of European descent).

And although there have been significant efforts related to recruitment and early exposure to increase racial diversity in STEM disciplines (George, Neale, Van Horne, & Malcolm, 2001; Tsui, 2007), research has also indicated that more meaningful interventions are needed to help faculty recognize the ← 3 | 4 → persistent patterns of racism that are inherent in classroom teaching, such as racial microaggressions and the overall culture of STEM classrooms. For instance, racially minoritized students majoring in mathematics and engineering often report that classroom climate requires that they manage stereotype threat (McGee & Martin, 2011; Steele, 2010), which can negatively impact their identities and resilience (McGee, 2009). White pre-service teachers in mathematics and science can reinforce assumptions about race when teaching mathematics (Martin, 2009, 2012a, 2012b), in large part because their White faculty rarely expose them to racial STEM projects-an idea that racism, especially White supremacy (and colonialism), can structure the very nature of STEM education (Martin, 2010).

Convinced that teaching efforts can contribute to inequitable educational outcomes when faculty believe that the much-needed work that remains is external, belonging to someone else, instead of internal, belonging to them, this volume uses a critical race theory approach (Dixson & Rousseau, 2006; Ladson-Billings & Tate, 1995) to explore how White faculty begin to teach what they themselves have not grappled with (Howard, 1999).

A consciousness-raising endeavor, we scaffold examples together aimed to inspire readers, particularly those who are White, to participate in the difficult work of assessing their own racial consciousness and evaluating its influence on their classroom teaching. Whites, as Freire (1970) argued, rarely "see" their privilege, and they are even less able to interrogate its power. Moreover, the culture-free, positivist epistemological stance of STEM might also explain why so few resources exist to assist White faculty in this effort.

This volume features a tripartite dialogue, as represented through narratives from seasoned White faculty, emerging White faculty in STEM, and faculty of color in STEM, each of whom is engaged in equity work. Narrative inquiry allowed the human experience to be fully deconstructed and our socialization to Whiteness to be problematized.

In Section 1, "Racial Realism: Exploring How Whiteness Shapes Our Lives," we draw upon the wisdom of seasoned White scholars from interdisciplinary contexts, because there are so few available exemplars of White faculty in STEM. The section begins with Christine Sleeter, who contends that exposing Whites to how racism works should not be left to people of color. She examines salient life moments to reveal how Whiteness has shaped her life and work to encourage Whites to take responsibility for educating themselves about Whiteness, and for collaborating with colleagues of color to educate others. Robin DiAngelo grapples with what happens when Whites participate in racial segregation and "nothing is lost." Her narrative aims to disrupt the status quo of White solidarity by underscoring how our practice ← 4 | 5 → should prompt those who deny racism's real effects. Kristina Hesbol describes the implications of institutionalized racist behaviors that result from one's inability to recognize the operation of Whiteness. By deconstructing her own experience with Whiteness, she seeks to prevent the promotion of stereotypical behavior among Whites, who may do so complicitly. Richard Kitchen explores how he challenges students to evaluate Whiteness through his classroom teaching, while also offering commentary about how White privilege is embedded in mathematics education. And finally, Fredrick Erickson illustrates how the pervasiveness of racism contributes to an intertwined awareness and unawareness about privilege among Whites that is best redressed through semiotic analysis.

Section 2, "Problematizing Racial Consciousness in the STEM System," features "up-and-coming" White faculty who write about how being White has shaped their life experiences and thus influenced their teaching of pre-service mathematics or science teachers or other graduate students in STEM programs. Co-authors Crystal Kalinec-Craig and Emily Bonner call into question the focus in higher education on embracing inclusion and diversity and help us think about "Whiteness," rather than diversity, as a construct that must be examined by White faculty in order to truly disrupt the commodification of STEM as White institutional space. Lisa Martin-Hansen uses the context of growing up in Iowa to narrate how she discovered her Whiteness and has continued to explore racism through her classroom and personal experiences. She discusses her identity, becoming aware of race in college, exploring race in her science classroom, coming to understand how race influences her students' view of her, and finally how her colleagues and the higher education system have helped her be a voice for social change. Craig Willey and Paula Magee interrogate their pre-service teachers' thinking on race issues. They describe how despite their attempts to explore racism, their pre-service teachers still do not really understand the problem at the end of their teaching program. Their pre-service teachers seem to have a strong understanding of racism in the past but do not understand how it still applies today. Additionally, their pre-service teachers know how to not be racist personally, but do not get the connection to their curriculum planning; thus, there appears to be an overarching idea that teaching to individual student needs and to different learning styles seem to trump or "fix" the race issue. Frances Harper uses her narrative to point out that because mathematics is a high-status subject and acts as a gatekeeper for advanced study toward STEM-related careers, it is important for mathematics educators to examine its racialized nature. Although the work of teaching mathematics from a social-justice perspective is difficult, Harper contends that the use of critical race theory is significant for reflecting ← 5 | 6 → on how one's critical race consciousness has evolved. Moreover, she teaches her students about the importance of communication in a social-justice-conscious mathematics classroom. Finally, Kate Johnson discusses the ways in which she engages her students in thinking about their Whiteness as well as their participation in perpetuating racial stereotypes. In her opinion, this is important work because mathematics teachers often do not see themselves as agents of change. She encourages her students to participate in what she calls moment-to-moment activism. Johnson also argues that activism is important and necessary but will look different based on the situation. Oppression starts at the individual level and affects people at the individual level; so by acting at the individual level, as one does in moment-to-moment activism, people can have a direct and immediate influence on oppression.

Section 3, "And We Are Still Not Saved: Charting a Path Forward for Racial Equity in STEM," features faculty of color who teach in the STEM system and have written responses to the Section 2 authors. Using his lived experiences as an African American K-12 central office administrator for STEM education in a suburban school district, Richard Charles responds to Willey and Magee, who reflect on their struggles to encourage their pre-service teachers to impact racism. Through his unique lens, Charles encourages Willey and Magee not to lose sight of the historical impact that colorblindness and meritocracy has had on the STEM fields in general and their pre-service teachers specifically. Charles offers guidance that could help reveal pre-service teachers' racial identities, while encouraging both authors not to lose sight of the lengthy journey required to dismantle a structure that is so deeply rooted in society. Roni Ellington utilizes Harper's chapter to unpack the evolution of her own "critical race consciousness" by highlighting how the STEM system views both scholars (herself and Harper) as mirror images of one another that carry unequal weight in credibility due to the differences in their racialized identities. Ellington accomplishes this in part by revealing her identity as a Black woman scholar of mathematics who was raised and continues to work in predominantly Black spaces, whose university bears the same acronym (MSU) as Harper's. She offers advice to Harper specifically and to White scholars in general who are seeking to disrupt racism in predominantly White educational spaces by revealing the power and limitations that personal narratives can have on achieving their goals. Joi Spencer responds to Johnson by offering a critique of Johnson's goal for more "activist" teachers. Spencer interprets the solution more broadly and argues for a redefinition of the identity of teachers altogether. Her response cautions White educators who seek to create more equitable spaces in STEM to view their work as beneficial for themselves instead of charity to "others." ← 6 | 7 → In a similar vein, Alberto Rodriguez responds to Martin-Hansen's chapter by invoking the words of hooks (1994) and encouraging us all to understand how working for the other can be perceived as patronizing and self-serving to those whom these educators are attempting to support. In his response, he advocates that White scholars who seek to achieve educational equity re-conceptualize the concept of working for to the Freirean concept of working with to achieve collaboration and ensure collective agency. Rochelle Gutiérrez closes Section 3 by first identifying the complexities of confronting Whiteness in mathematics education. She continues by responding to Kalinec-Craig and Bonner's nuancing of the application of the Duboisian concept of double consciousness to White pre-service teachers. Gutiérrez contends that White pre-service teachers must learn how to simultaneously hold two ideals in their practice of this concept, both being "all about me" and "not all about me."

Finally, this volume closes with a reflection from the editors on the challenges we all face, with recommendations for a path forward. We begin our discourse with a cautionary reminder that the "good intentions" (Milner, 2006) of many White faculty who engage in this work are simply not enough. The attainment of the goal of increased equitable outcomes for racialized students in STEM requires effort, conflict, and a persistent belief that this goal can be achieved in spite of the external pressures that seek to keep the current structure in place. To do so requires a clear understanding of the historical context that led to the construction of these disparities.

Therefore, we note that whether interrogations of Whiteness are engaged superficially or voided, the result for racial minoritized students remains the same. The necessity for such courageous conversations (Newell, Singleton, & Linton, 2005) to be had about racial consciousness and its impact on classroom teaching is essential if we are to achieve our goals of an expanded STEM pipeline for racialized minorities.

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Peter Lang Verlag - Interrogating Whiteness and Relinquishing Power

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Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives ...

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https://the-hesabu-circle.mailchimpsites.com/

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The Hesabu Circle started in Summer 2020 as the intentional response of Black Mathematics Faculty to the dual pandemics of Covid-19 and Systemic Racism

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Living Mathematx - Towards a vision for the Future (Rochelle Gutierrez)

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https://blogs.ams.org/inclusionexclusion/

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But this elegance and flexibility is seductive. There are stronger metaphors, but one that should be uncontroversial is that with a hammer this powerful, all the world seems to be nails.

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https://inclusionexclusion.org/

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A justice and math weblog

Early Life The family. My father's family is from Antioquia, a department in northwest Colombia, lying mostly within the Andes mountains and extending toward the Caribbean Sea. The paisas [1] in my family are mestizos [2] mostly of Spaniard descent. My father, Gabriel Toro, is one of ten siblings. He grew up on a farm,...

MathFest is the the Mathematical Association of America's flagship annual conference, which draws in mathematics researchers, educators, students, and enthusiasts from across the US to a different US city each year. In addition to the talks, poster sessions, mini courses, town halls, and opportunities for networking that bring people to the conference, Project NExT -...

My Story-Made in America [1] Frankly, if you don't know me, you may be wondering why you should care about my life or my work. In a nutshell, I have succeeded-against all odds-well beyond what anyone, including me, but excluding my wife and mother, ever would have dreamed. In 2017, the Houston Chronicle featured what...

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Normalizing Black Girl's Humanity in Mathematics Classrooms

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Normalizing Black Girl's Humanity in Mathematics Classrooms

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https://eric.ed.gov/?id=EJ1209962

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In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational equity and social-justice-focused education is to teach Black girls in the classroom in a way that is humanizing. With this idea in mind, they explore relationships between Black girls' humanity and mathematics teaching and learning. Using interviews with ten Black adolescent girls representing varying levels of engagement in mathematics and enrolled in middle and high school math courses, the authors argue that inclusive pedagogies can be used to humanize this marginalized student group.

Descriptors: African American Students, Females, Mathematics Instruction, Gender Bias, Racial Bias, Equal Education, Social Justice, Teaching Methods, Humanization, Adolescents, Middle School Students, High School Students, United States History, Student Experience, Interaction, Teacher Student Relationship, Power Structure, Urban Schools, Student Attitudes, Student Needs

Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home

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ERIC - EJ1209962 - Normalizing Black Girls' Humanity in Mathematics Classrooms, Harvard Educational Review, 2019

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In this article, Nicole Joseph, Meseret Hailu, and Jamaal Matthews argue that Black girls' oppression in the United States is largely related to the dehumanization of their personhood, which extends to various institutions, including secondary schools and, especially, mathematics classrooms. They contend that one way to engage in educational equity and social-justice-focused education is to teach Black girls in the classroom in a way that is humanizing.

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Rehumanizing mathematics education for students with dis/abilities

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Rehumanizing mathematics education for students with dis/abilities

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https://www.sciencedirect.com/science/article/abs/pii/S0732312319300902

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Highlights

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Mathematics education for students with dis/abilities has a legacy of exclusion.

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Challenging positivist research on dis/ability in mathematics education.

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Complex embodiment of dis/ability as a process.

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Culturally responsive relational framework recognizing disability as identity.

Abstract

Mathematics education for students with dis/abilities has a legacy of exclusion; its scholarship has been dominated by ableist perspective: a focus on rote mathematics facts, procedural instruction, and a narrow range of mathematics content. Grounded in critical pedagogy and critical disabilities studies, we argue for a shift in the focus away from the student as the site of defect and intervention to recognize the complex embodiment of dis/ability as a process produced within historical, political, social, and material contexts. The theoretical assumptions and guiding principles for a framework of culturally responsive and relational understanding of dis/ability will be shared together with a case of such an approach in classroom practice. The paper advances efforts to support all learners in robust mathematics learning communities and to situate research from perspectives that acknowledge the situated, interactional nature of ability, identity, and achievement.

View full text

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From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities

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Mathematics education for students with dis/abilities has a legacy of exclusion; its scholarship has been dominated by ableist perspective: a focus on...

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Everyday Examples About Basis From Students: An Anti-Deficit Approach in the Classroom

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Everyday Examples About Basis From Students: An Anti-Deficit Approach in the Classroom

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https://www.tandfonline.com/doi/full/10.1080/10511970.2019.1608609

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Mathematicians Made Visible: a portrait series creating a more accurate representation of the people creating Mathematics

Click on each image to learn more and download the free pdf postcard.

Who pops into your mind when you think "mathematician?" Probably Pythagoras or Einstein or Isaac Newton. What if you had a richer visual vocabulary of people to choose from? Providing that visual vocabulary is the aim of this project.

If we want a more diverse group of people entering the field of mathematics, we need to make sure math students can imagine themselves when we say the word, "mathematician." We need to elevate and celebrate a wider selection of mathematicians and their work.

My goal is to create a series of block print and watercolor portraits of mathematicians with a diversity of racial and gender identities for displaying in math classrooms. I'll update this page with my progress.

Questions? Comments? Suggestions? Contact me -I would love to hear from you!

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Mathematicians Made Visible: a portrait series creating a more accurate representation of the people creating Mathematics Click on each image to learn more and download the free pdf postcard. Moon Duchin: Geometric Topology and Geometric Group Theory Eugenia Cheng: Category Theory Maryam Mirzakhani: Dynamics, Topology, and Hyperbolic Geometry Trachette Jackson: Mathematical Oncology Research John Urschel:...