White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
Conclusion Racial Consciousness among STEM Faculty: Addressing the Tensions and the Difficult Work that Remains
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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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