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Interrogating Whiteness and Relinquishing Power

White Faculty’s Commitment to Racial Consciousness in STEM Classrooms

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Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb

Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom. It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness. White pre-service teachers in STEM education rarely see the importance of the link between race and the teaching and learning of mathematics, in part because the White faculty who are teaching these subjects rarely engage in the study of racial projects in STEM. From this perspective, the authors of this book contend that the classroom is a racialized environment that, if not addressed, can reproduce racial structures and hierarchies in cyclical ways.
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Conclusion Racial Consciousness among STEM Faculty: Addressing the Tensions and the Difficult Work that Remains

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Conclusion

Racial Consciousness among STEM Faculty: Addressing the Tensions and the Difficult Work that Remains

FLOYD COBB AND CHAYLA HAYNES

“When we, as educators, allow our pedagogy to be radically changed by our recognition of a multicultural world, we can give students the education they desire and deserve” (hooks, 1994, p. 44)

In this volume, we attempt to illuminate the significant influence that racial consciousness has on the behaviors of White faculty, particularly in STEM classrooms. In Section 1, we learned from seasoned White scholars about how Whiteness shapes our lives. STEM scholars underscored this in Section 2, as they revealed how being White has shaped their life experiences and their teaching in the STEM field. Finally, in Section 3, we learned the perspectives from faculty of color on the writings of those in Section 2 how they might improve their practice for the betterment of minoritized students in STEM.

In the telling of their stories, the authors attempt to illustrate how they have begun to move from dysconscious racism (King, 1991), which contributes to the distorted thinking among Whites when Whiteness is accepted as normal, to comprehending how structural racism contributes to their differing lived experience. Each narrative illuminates how Whiteness, racism, and faculty behavior work together; influencing not only the formulation of the STEM System (See Figure C.1), but also the lived experiences of racially minoritized faculty and students within it. The discourse...

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