Interrogating Whiteness and Relinquishing Power ― White Faculty??Commitment to Racial Consciousness in STEM Classrooms

This volume spotlights the significant influence racial consciousness has on the behaviors of white faculty in the classroom by demonstrating that teacher excellence is dependent upon the fostering of inclusion. Russell, Haynes, and Cobb focus on faculty who teach science, technology, engineering and mathematics (STEM) courses, including those who train pre-service teachers seeking licensure in that discipline. In defining “whiteness,” they cite a system of dominance at work that we have been socialized toward, but that also justifies the outright exclusion of those who are presumably “not white” or “other.” Fifteen chapters and conclusion are: learning to work while white to challenge racism in higher education; when nothing’s lost; getting real; privilege in mathematics education; learning and teaching about race, privilege, and disprivilege; seeing the world with a new set of eyes; interrogating whiteness; teacher educators and pre-service teachers working through the complexities of whiteness and race in mathematics and science; challenging patterns to change my world; reconceptualizing “activism”; response to “teacher educators and pre-service teachers working through the complexities of whiteness and race in mathematics and science”; mathematics teacher education as a racialized experience; moving from the outside in, or what white colleagues need to do to get it right with their white students; for whom do we do equity and social justice work?; nesting in Nepantla. Annotation c2016 Ringgold, Inc., Portland, OR (protoview.com)

Nicole M. Joseph is Assistant Professor of Mathematics Education at the University of Denver. She received her doctorate from the University of Washington Seattle, where Dr. James A. Banks served as her dissertation chair. Dr. Joseph is a National Academy of Education/Spencer Postdoctoral Fellowship recipient.
Chayla Haynes is Assistant Professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado. Her most recent work is featured in The Sage Encyclopedia of Intercultural Competence, the National Association of Student Affairs Professionals Journal, and she is a co-editor of the forthardbackoming co-edited volume Race, Equity and Higher Education: The Global Relevance of Critical and Inclusive Pedagogies.
Floyd Cobb is Adjunct Professor in the Morgridge College of Education at the University of Denver. His research focuses on the impact of access and opportunity on academic outcomes for STEM students. He uses critical race theory as an analytical lens to interpret the historical intersection of current educational challenges.