Asian American Invisibility and Hypervisibility in Work Toward Racial Justice in Mathematics Education

• In Event: Social Justice and Mathematics Education

Abstract

In this paper, we examine ways that Asian Americans have been simultaneously invisible and hypervisible in mathematics education. Further, we investigate how this phenomenon is related to the invisibility and hypervisibility of other people of color, particularly Black youth. We draw on data from an ongoing project that aims to advance racial justice in middle school mathematics by engaging youth of color (including Black, Latine, and Asian American middle schoolers) as emerging researchers and designers. Findings suggest that advancing racial justice requires attending to the intersections of invisibility and hypervisibility for differently racialized groups, in order to go beyond improving outcomes for particular groups and instead uproot white supremacy so that all people can be seen in their full humanity.

Authors

• Nicole Louie, University of Wisconsin - Madison

• Chundou Her, University of Wisconsin - Madison