White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
This is a timely book. As I write these words, the United States is yet again is in the midst of grappling with its complex racial reality. For example, political pundits and ordinary citizens of all persuasions are offering up explanations for, and commentary about, the continued devaluation of Black life, as exemplified in a string of police shootings involving unarmed Black men and women. In societal discourses around these recent incidents, it has become increasingly clear to me that there is a high threshold for Black pain, especially among many Whites. Social science surveys show that Black and White citizens remain split in their views on racial matters. Even in the face of video evidence to the contrary, many White Americans continue to believe that racial conditions in the United States have improved to the point that race and racism no longer matter. In contrast, many Black Americans point to contemporary events and link them to a historical trajectory of state violence and dehumanization. Moving beyond the “Black–White” binary, the history of state violence and dehumanization has extended to other “non-White” social groups and “races.” As a result, Whiteness and White supremacy continue to structure U.S. society.
I would argue that contemporary events like those referenced above and the history of racialization in the United States envelop STEM education. STEM education is not above the fray of racial reality and politics. It has always been imbued with racial contestation, racial hierarchy, and racial ideology....
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