Enacting Culturally Relevant Pedagogy When 'Mathematics Has No Color': Epistemological Contradictions
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| Title: | Enacting Culturally Relevant Pedagogy When 'Mathematics Has No Color': Epistemological Contradictions |
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| Language: | English |
| Authors: | Mollee Shultz (ORCID |
| Source: | International Journal of Research in Undergraduate Mathematics Education. 2024 10(2):486-515. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE) |
| Contract Number: | 1928596 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Culturally Relevant Education, Mathematics Instruction, Equal Education, Teacher Attitudes, Undergraduate Study, College Faculty, Hispanic American Students, Minority Serving Institutions, Barriers, Racial Identification, Student Experience, Academic Achievement, Cultural Awareness, Interpersonal Competence, Curriculum Implementation, Self Concept, Epistemology |
| DOI: | 10.1007/s40753-023-00219-x |
| ISSN: | 2198-9745 2198-9753 |
| Abstract: | Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors' hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students' informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437064 |
| Database: | ERIC |
| Abstract: | Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors' hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students' informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers. |
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| ISSN: | 2198-9745 2198-9753 |
| DOI: | 10.1007/s40753-023-00219-x |
