I DO (NOT) Belong: Experiences of Black Women and Girls in Mathematics Education
Nicole Joseph, Ph.D., Assistant Professor of Mathematics Education, Department of Teaching and Learning, Vanderbilt University
Monday May 6, 2019
Kaput Center, room 157
200 Mill Road
Fairhaven, MA 02719
Abstract: The experiences of Black women and girls in mathematics is an understudied line of inquiry. We know very little about how they experience mathematics teaching and learning. The aim of this interactive talk is to problematize and interrogate the current circumstances surrounding Black women and girls in mathematics that deny them access, power, participation, and opportunity to develop mathematics identities.
Biography: Dr. Joseph is the recipient of the 2018 AERA Scholars of Color Early Career Contribution Award and the 2018 AERA Division G Early Career Award. Her research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) whiteness, white supremacy and how they operate and shape Black women’s and girls’ underrepresentation and retention in mathematics. Dr. Joseph’s work has been supported by the National Science Foundation, the National Academy of Education/Spencer, and several internal grants including a recent Vanderbilt Trans-institutional Program; a hub of research, discovery and teaching activities that center on elevating and understanding structural barriers and forms of resilience that Black women and girls experience across various social contexts in society and how intersectional interventions might be created to expand opportunities and increase pathways to success. Her scholarship has been published in seminal journals such as the Harvard Education Review, Journal of Research in Mathematics Education, Review of Research in Education, the Journal of Negro Education, and the Journal of Education Policy. Dr. Joseph’s scholarly contributions also include a co-edited book, Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in the Classroom (Peter Lang Publishing) and a forthcoming book, Mathematizing Feminism: Black Girls’ and Women’s Experiences in the P-20 Mathematics Pipelines (Harvard Education Press). Dr. Joseph’s community equity work includes founding the Tennessee March for Black Women in STEM, an event held every fall which seeks to bring together the Tennessee community to raise awareness about the issues Black women and girls face in STEM learning, education, and industry.