Interrogating Whiteness and Relinquishing Power

Contents: Chayla Haynes/Nicole M. Joseph Transforming the STEM System: Teaching that Disrupts White Institutional Space - Christine E. Sleeter: Learning to Work While White to Challenge Racism in Higher Education - Robin DiAngelo: When Nothing's Lost: The Impact of Racial Segregation on White Teachers and Students - Kristina A. Hesbol: Getting Real: Surfacing and Challenging Persistent Oppressive - Behaviors of School and District Leaders - Richard Kitchen: Privilege in Mathematics Education: Some Reflections on Whiteness - Frederick Erickson: Learning and Teaching About Race, Privilege, and Disprivilege - Crystal A. Kalinec-Craig/Emily Bonner: Seeing the World With a New Set of Eyes: (Re)Examining Our Identities as White Mathematics Education Researchers of Equity and Social Justice - Lisa Martin-Hansen: Interrogating Whiteness: The Intersection of Race, Ethnicity, and Science Education - Craig Willey/Paula Magee: Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science - Frances K. Harper: Challenging Patterns to Change My World: Using My Personal Evolution of Critical Race Consciousness in Mathematics Teacher Education - Kate R. Johnson: Reconceptualizing «Activism»: Developing a Socially Conscious Practice With Prospective White Mathematics Teachers - Richard Charles: Response to «Teacher Educators and Pre-Service Teachers Working Through the Complexities of Whiteness and Race in Mathematics and Science» - Roni Ellington: 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 - Joi Spencer: Moving From the Outside In, or What White Colleagues Need to Do to Get It Right With Their White Students Alberto J. Rodriguez: For Whom Do We Do Equity and Social Justice Work? Recasting the Discourse About the Other to Effect Transformative Change - Rochelle Gutiérrez: Nesting in

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.

«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 these personal stories. This book would make an excellent choice for a faculty book club or learning community!»
( Bridget Arend, Director of University Teaching, University of Denver)