White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
11. Response to “Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science”
The authors of Chapter 8, “Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science,” Willey and Magee, provide an excellent opportunity for readers to observe one of the most challenging aspects of racial awareness, not only for pre-service teachers (PSTs) but for veteran teachers in the field as well. Though the issue is complex, the authors show that PSTs’ identity on the racial continuum is revealed to be in the early stage of colorblindness, simply by asking the following two fundamental questions:
Discuss how issues of racism and Whiteness have been integrated into the program.1
1. Do you think issues of race and Whiteness have been represented in the program (both coursework and field experience)? Be specific.
2. How do you see issues of race and Whiteness in the micro-interaction of your classroom?
The responses to these questions, shared by the authors, revealed several themes concerning race and Whiteness. These themes include:
• Structural racism in subject content areas
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