White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
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.
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