White Faculty’s Commitment to Racial Consciousness in STEM Classrooms
Edited By Nicole M. Joseph, Chayla Haynes and Floyd Cobb
Introduction Transforming the STEM System: Teaching that Disrupts White Institutional Space
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Transforming the STEM System: Teaching that Disrupts White Institutional Space
CHAYLA HAYNES AND NICOLE M. JOSEPH
Figure I.1. Defaced page in the book Black Mathematicians and Their Works.
Last spring, a colleague who is an African American faculty member in STEM came to my office to show me something he found in a book that he had checked out from our institution’s library. Quite disappointing to us both, its sentiments reflect widely held assumptions that are rooted in a belief that mathematics, like other STEM disciplines, is a White institutional space. In this book, Black Mathematicians ← 1 | 2 → and Their Works (Newell, Gipson, Rich, & Stubblefield, 1980), are the contributions and photos of Black female and male faculty who hold a doctorate in pure mathematics (or STEM). Eleven of the photos had been defaced with comments like the one shown here, which reads “1/2 white” (see Figure I.1). It is as if the writer wanted us to know that for a Black person to hold a PhD in engineering, he or she must be at least “half White,” because achievements like these not only don’t belong to Blacks, but are also not typical of them. I looked at my colleague in despair and said, “This is one reason why our book is needed.”
—Personal narrative, N. Joseph, 2015
This volume illuminates the significant influence that racial consciousness has on the behaviors of...
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