Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (Social Justice Across Contexts in Education)

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. Cover Table of Contents Foreword Acknowledgments Introduction: Transforming the STEM System: Teaching that Disrupts White Institutional Space (Chayla Haynes and Nicole M. Joseph) Section 1: Racial Realism: Exploring How Whiteness Shapes Our Lives 1. Learning to Work While White to Challenge Racism in Higher Education (Christine E. Sleeter) 2. When Nothing’s Lost: The Impact of Racial Segregation on White Teachers and Students (Robin DiAngelo) 3. Getting Real: Surfacing and Challenging Persistent Oppressive Behaviors of School and District Leaders (Kristina A. Hesbol) 4. Privilege in Mathematics Education: Some Reflections on Whiteness (Richard Kitchen) 5. Learning and Teaching About Race, Privilege, and Disprivilege (Frederick Erickson) Section 2: Problematizing Racial Consciousness in the STEM System 6. Seeing the World With a New Set of Eyes: (Re)Examining Our Identities as White Mathematics Education Researchers of Equity and Social Justice (Crystal A. Kalinec-Craig and Emily Bonner) 7. Interrogating Whiteness: The Intersection of Race, Ethnicity, and Science Education (Lisa Martin-Hansen) 8. Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science (Craig Willey and Paula Magee) 9. Challenging Patterns to Change My World: Using My Personal Evolution of Critical Race Consciousness in Mathematics Teacher Education (Frances K. Harper) 10. Reconceptualizing “Activism”: Developing a Socially Conscious Practice With Prospective White Mathematics Teachers (Kate R. Johnson) Section 3: And We Are Still Not Saved: Charting a Path Forward for Racial Equity in STEM 11. Response to “Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science” (Richard Charles) 12. Mathematics Teacher Education as a Racialized Experience: One Black Scholar’s Response to a White Teacher Educator’s Critical Consciousness Evolution and Social Justice Practice (Roni Ellington) 13. Moving From the Outside In, or What White Colleagues Need to Do to Get It Right With Their White Students (Joi Spencer) 14. For Whom Do We Do Equity and Social Justice Work? Recasting the Discourse About the Other to Effect Transformative Change (Alberto J. Rodriguez) 15. Nesting in Nepantla: The Importance of Maintaining Tensions in Our Work (Rochelle Gutiérrez) Conclusion: Racial Consciousness among STEM Faculty: Addressing the Tensions and the Difficult Work that Remains (Floyd Cobb and Chayla Haynes) Editors Contributors __Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms__