Teaching Equity Conference 2009

If not You, then Who?

Mathematics and Science SessionErik Scott, Highline Math Instructor

Session GoalsSession Goals►Examine evidence for increasing Examine evidence for increasing

diversity in the teaching professiondiversity in the teaching profession

►Discuss ways in which multiple cultural Discuss ways in which multiple cultural perspectives can improve math (and perspectives can improve math (and science) instructionscience) instruction

Ethnic Composition of Ethnic Composition of Washington Student and Washington Student and

Teacher PopulationsTeacher Populations

Sources

OSPI Report on Personnel by Position and Ethnicity (2007 – 2008)

OSPI Data on Student Enrollment by Gender and Ethnicity (2007 – 2008)

Percentage of WA Elementary and Middle School Population, by Ethnicity (2007-2008)

0.00%3.00%6.00%9.00%

12.00%15.00%18.00%

Black Asian AmericanIndian

Hispanic

Ethnicities

Per

cen

tag

e

Students

Teachers

Percentage of WA High School Population,by Ethnicity (2007-2008)

0.00%3.00%

6.00%9.00%12.00%

15.00%18.00%

Black Asian AmericanIndian

Hispanic

Ethnicities

Per

cen

tag

e

Students

Teachers

Consequences of this Consequences of this Imbalance:Imbalance:

More obstacles for minority studentsMore obstacles for minority students► Less informal mentoring on academic culture, especially Less informal mentoring on academic culture, especially

regarding the perspectives and habits that facilitate regarding the perspectives and habits that facilitate academic successacademic success

► Fewer authority figures who “get it” (are able to Fewer authority figures who “get it” (are able to empathize with the students)empathize with the students) Every culture has “codes” embedded in their communication Every culture has “codes” embedded in their communication

which simplify communication with others inside that culturewhich simplify communication with others inside that culture Authority figures (such as teachers) from a specific population Authority figures (such as teachers) from a specific population

are invaluable since they operate within two distinct cultures, are invaluable since they operate within two distinct cultures, and thereby serve as translators/ambassadorsand thereby serve as translators/ambassadors

Such individuals help lessen the impact of “stereotype threat”Such individuals help lessen the impact of “stereotype threat”

Stereotype ThreatStereotype Threat► TThe threat of being viewed through the lens he threat of being viewed through the lens

of a negative stereotype, or the fear of of a negative stereotype, or the fear of doing something that would inadvertently doing something that would inadvertently confirm that stereotype.confirm that stereotype. Minority students who are strong academically Minority students who are strong academically

are more susceptible to stereotype threatare more susceptible to stereotype threat Student performance suffers when there is Student performance suffers when there is

reason to believe that an evaluation is not “race-reason to believe that an evaluation is not “race-fair” and that the resulting implications about fair” and that the resulting implications about ability will reinforce negative stereotypesability will reinforce negative stereotypes

Positive Effects of Multiple Positive Effects of Multiple Cultural Perspectives on Math Cultural Perspectives on Math

InstructionInstructionErik’s argument:Erik’s argument:► Increasing the number of faculty of color Increasing the number of faculty of color

teaching math can improve math education teaching math can improve math education by harnessing the experiences and by harnessing the experiences and perspectives of different cultures.perspectives of different cultures.

► These experiences/perspectives can provide These experiences/perspectives can provide a more meaningful definition of what math a more meaningful definition of what math “is” as well as increase student motivation “is” as well as increase student motivation by showing how math is part of their current by showing how math is part of their current experience AND cultural heritage.experience AND cultural heritage.

Using Diversity to Build a Better Math Using Diversity to Build a Better Math ClassClass

►Discussion topic 1 [5 min]Discussion topic 1 [5 min]What is off-putting about math classes, or What is off-putting about math classes, or math in general?math in general?

►Discussion topic 2 [7-10 min]Discussion topic 2 [7-10 min]How do people use math in their daily life?How do people use math in their daily life?

Using Diversity to Build a Better Math Using Diversity to Build a Better Math ClassClass

►Discussion topic 3 [7-10 min]Discussion topic 3 [7-10 min]What IS math?What IS math?

►Discussion topic 4 [5 min]Discussion topic 4 [5 min]What would inspire you to learn math?What would inspire you to learn math?

(What inspires you to learn, period?)(What inspires you to learn, period?)

A Survey of Math Across A Survey of Math Across CulturesCultures

►Significant mathematical ideas Significant mathematical ideas (including the “Pythagorean” Theorem (including the “Pythagorean” Theorem and portions of calculus) were analyzed and portions of calculus) were analyzed or developed by people outside of or developed by people outside of EuropeEurope

►Various cultures have puzzles and Various cultures have puzzles and games that teach key mathematical games that teach key mathematical abilities, such as systematic thinking abilities, such as systematic thinking and pattern recognitionand pattern recognition

Thank you for your Thank you for your contributions!contributions!

I hope the session was helpful.I hope the session was helpful.