"Am I Enforcing Student Stereotypes?" Centering Asian American Teachers in Social Justice Mathematics Education

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Research on Mathematical Identities, Emotions, and Stereotypes

Abstract

Much attention has been given to social justice mathematics in areas of curriculum and instruction with the goal of empowering students, particularly those from historically marginalized communities. However, in order to approach teaching from a social justice perspective, teachers themselves must also have knowledge and understandings of the ways in which race, power, and inequity operate within mathematics education, including racialized narratives that position different groups as mathematically capable. This presentation explores the perspectives of socially justice-oriented Asian American mathematics teachers and teacher educators and the ways in which they navigate racialized STEM narratives in their practice with diverse students.

Authors

• Juliet Lee, Westfield State University

• Michael Dang

• Jane W. Kim, University of California - Los Angeles