Photo from Dr. Sara Hottinger’s Coastal Carolina faculty profile webpage
This blog post was inspired from my reading of Sara Hottinger’s book, Inventing the Mathematician: Gender, Race, and Our Cultural Understanding of Mathematics (2016). Hottinger’s book advanced my thinking about how cultural contexts of mathematics perpetuate gendered, racialized, and other systemic forms of exclusion. She adopts a cultural studies approach to examine how four sources of mathematical representations – textbooks, histories of mathematics, portraits of mathematicians, and ethnomathematics – limit opportunities for building “individual and cultural relationship[s] to the field” (p. 7). Hottinger (2016) uses the term mathematical subjectivity to refer to how individuals make sense of themselves in relation to mathematics across these four sources. Her analysis highlights how exclusionary representations of mathematics result in the “construction of normative Western subjectivity and in the construction of the West itself” (p. 6) that limit possibilities of positive mathematical subjectivities among members of historically marginalized populations.
Considering the inclusion/exclusion blog’s focus on issues of social marginalization in mathematics and my research interest in increasing inclusive educational opportunities in undergraduate mathematics, I focus on Hottinger’s analysis about the history of mathematics – an area of inquiry associated with a special interest group of the Mathematical Association of America and incorporated in courses of study for mathematics majors in the United States. I begin with summarizing Hottinger’s distinction between internalist and externalist historical accounts and their respective influences on the construction of mathematical subjectivities. This is followed by a discussion of how Hottinger’s insights can be applied to re-thinking pedagogical practices in undergraduate education that challenge traditional representations of mathematics as void of sociohistorical contexts and personhood.
Today, March 31st, is Transgender Day of Visibility. As seen on the left (taken from the banner on the community’s Facebook page), the day is more than just about visibility. Again, from their page, “March 31st is Transgender Day of Visibility, when we celebrate, empower, and raise awareness of issues facing the trans community.”
Raise your hand if you were just rejected by the NSF! Fun times, right? I don’t know about you, but I like to celebrate such occasions with a full re-evaluation of all of my life choices. So of course, I am currently wondering whether I should stay in academic math. It’s a question I have been asked and I have asked myself way more often than my more successful or more white-male-type colleagues have (as far as I can tell). When you don’t fit in, whenever there is some sort of friction, suddenly you have to justify your continued presence.
I wasn’t always wondering if I should do math. In fact, I loved math and was comfortable being associated with math for my entire childhood. College was the first time I hit a set-back. I immediately quit math and moved on with my life. That is, until I un-quit and decided to go to graduate school. Ever since then, I have had two strong and conflicting feelings about being in math.
As many of us look forward to the sense of community at the Joint Meetings this week, we should remember that conferences include many situations that are fraught with the danger of harassment and alienation, especially for people in our community with less power or privilege. We can be better.
This short post was inspired by the attention that has recently publicized harassment and marginalization issues at Political Science, Psychology, and other disciplinary conferences. Below, you will find list of articles, ranging from first-person narratives to survey research to suggestions for code-of-conduct policies. Because the articles below are from other disciplines, I thought I would share three short anecdotes that I have observed at math conferences to help connect with these articles.
Last week, Bates hosted speaker Susan Burch, from Middlebury College, for a workshop called “Learning for EveryBody: Inclusive Teaching and Curricular Practices”. I was lucky enough to be able to participate in the interactive session and later have dinner with the speaker, and in this post, I wanted to first share some of the main ideas from the workshop, and also some of my own ideas on how this could be applied to the mathematics classroom.