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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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Advance praise for Interrogating Whiteness and Relinquishing Power


Advance praise for


“Research reveals that people—White or Black—who embrace colorblind attitudes about race tend not to have the skills or the language to discuss race and ethnicity, when encountered, during everyday classroom exchanges. This book presents a methodology for White STEM professors to engage race in a very frontal fashion. Instead of the indirect consequences of an unseen elephant in the room, the book helps demystify privilege, humanize otherwise marginalized students, and promote agency within the instructional team that is best positioned to help minority students achieve and be successful in STEM-related fields of study.”

—William Cross, Clinical Professor, Higher Education and Counseling Psychology, University of Denver

“As a White instructor, I struggle in my own journey of racial consciousness and crave resources that will help me feel better prepared and equipped to address issues of social justice in education. What a great contribution! When I first read through the personal stories assembled in this book I was intrigued, challenged, inspired, and I felt an immediate need to discuss these ideas with others. Through a unique arrangement of personal narratives and counterarguments from teachers at all stages of the racial consciousness journey, this book provides valuable insights into how, whether consciously or not, our classroom behaviors often replicate and reproduce inequities in the classroom. Although targeted towards those teaching in STEM disciplines, instructors from all academic fields would benefit from reading and reflecting upon...

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