Enacting Culturally Relevant Pedagogy: Insights from Black Women Mathematics Faculty

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Continuing the Explication of the Roles of Race and Culture in Mathematics Teaching and Learning

Abstract

Culturally relevant pedagogy (CRP) is often proposed to alleviate racial inequities in education. However, there has been limited conceptualization of what CRP may entail in the context of undergraduate mathematics where such curricular interventions are needed to address significant, long-standing, racial inequities. The present study leverages interviews with six Black women faculty in mathematics, exploring how their teaching practices embody aspects of CRP. Future research is proposed to theorize CRP in mathematics courses with high levels of abstraction.

Authors

• Reagin Taylor McNeill, Michigan State University

• Brittany L. Marshall, San Diego State University