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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
Language: English
Authors: Mollee Shultz (ORCID 0000-0001-7798-7390), Eleanor Close (ORCID 0000-0003-2469-8848), Jayson Nissen (ORCID 0000-0003-3507-4993), Ben Van Dusen (ORCID 0000-0003-1264-0550)
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
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  Data: Enacting Culturally Relevant Pedagogy When 'Mathematics Has No Color': Epistemological Contradictions
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  Data: <searchLink fieldCode="AR" term="%22Mollee+Shultz%22">Mollee Shultz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7798-7390">0000-0001-7798-7390</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eleanor+Close%22">Eleanor Close</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2469-8848">0000-0003-2469-8848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jayson+Nissen%22">Jayson Nissen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3507-4993">0000-0003-3507-4993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ben+Van+Dusen%22">Ben Van Dusen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1264-0550">0000-0003-1264-0550</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Undergraduate+Mathematics+Education%22"><i>International Journal of Research in Undergraduate Mathematics Education</i></searchLink>. 2024 10(2):486-515.
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  Data: 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/
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  Data: 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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      – SubjectFull: Equal Education
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      – TitleFull: Enacting Culturally Relevant Pedagogy When 'Mathematics Has No Color': Epistemological Contradictions
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