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Interrogating Whiteness and Relinquishing Power

White Faculty’s Commitment to Racial Consciousness in STEM Classrooms


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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Nicole M. Joseph is Assistant Professor of Mathematics Education at the University of Denver. Recently a National Academy of Education Spencer Postdoctoral Fellow, she is currently examining the origin and development of STEM education for Blacks attending historically Black colleges and universities during de jure segregation. She uses critical race theory to frame this work in order to illuminate problems and possibilities in the evolution of race work in STEM including structural, pedagogical, and environmental spaces—from both a historical and contemporary perspective.

Chayla Haynes is Assistant Professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado. Her research centers on improving college teaching, creating transformative and identity affirming learning environments, and applying critical race theory to postsecondary contexts and problems. Committed to promoting educational equity among racially minoritized college students, her research agenda was inspired by findings from her dissertation that explored the influence of racial consciousness on the behaviors of White faculty in the classroom, which is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw’s (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Since, her grant-funded research has been presented as such national and international conferences at the American Educational Research Association, the Association for the Study of Higher Education, and the University of Oxford’s Educational Research Symposium. Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs...

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