Math classes cause "intellectual trauma" to minorities: STUDY

"Mathematical violence" is due to "whiteness and heteromasculinity"

A group of educators has published a guide on implementing “Black Feminist Mathematical Pedagogies” in classrooms, arguing that such an approach is necessary because minorities—especially Black girls—face “violence and trauma” in math education.

“When Black female students are repeatedly disciplined for being social, loud, or goofy in the mathematics classroom, they experience mathematical violence,” claim the authors of Designing Mathematics Curricula That Center Students’ Brilliance.

The research team—including Lara Jaisen, Michael Lolkus, doctoral student Marlena Eanes Snowden, and Dr. Leslie Dietiker of Wheelock College—contends that while many believe math is politically neutral, it is actually “steeped in whiteness and heteromasculinity.”

“Whiteness is a global phenomenon, impacting marginalized students and communities… and mathematics curricula are saturated in whiteness.”

The academics assert that “whiteness” is pervasive in math classes and curriculum structures, explicitly stating:

“As a culture, whiteness is toxic in society and in education. More specifically, in society, whiteness presents through norms including—but not limited to—perfectionism, a sense of urgency, individualism, and objectivity.”

They argue that these cultural values place an “additional burden” on minority students, making them feel unwelcome and alienated in math classrooms.

Math as a Source of ‘Intellectual Trauma’

The authors repeatedly describe math education as a space of “violence” for minority students:

“Making students feel unwelcome and incompetent alienates them in mathematics class and contributes to intellectual trauma and violence in mathematical spaces.”

They claim that “Black Feminist Mathematics” can help students “heal” from this trauma by integrating academic and social experiences:

“Focusing on academic and social integration supports our investigation of the ways in which mathematics curricula can promote healing from intellectual trauma and violence in mathematical spaces through attention to the minds and bodies of students.”

Feminist Math to Counter ‘Masculinity’

Earlier this month, I reported on Casey Griffin, a professor at the University of Delaware, who has also proposed fixing math education by challenging its ‘masculine’ qualities.

Griffin argues that women’s sense of belonging in math is hindered by values such as ‘objective’ and ‘rational thought.’

“Given that the U.S. system of education—particularly secondary and postsecondary institutions—was created by men, for the sole purpose of educating men, it is not surprising that it was developed with ‘masculine’ qualities.”

“Additionally, discourse around science, and particularly mathematics, positions the field as gender-neutral and a source of rational and objective truth… These notions intersect with the belief that mathematical ability is innate and preserve the idea that STEM is a masculine space.”

According to Griffin, women’s underrepresentation in STEM is not necessarily due to lack of interest or ability, but rather their sense of belonging in these fields.

Her proposed solution? Feminism.

“I hypothesized that incorporating feminist [teaching methods] into math classes might support women’s retention in STEM. Feminist pedagogies aim to position not just the instructor, but all students, as sources of knowledge.”

This report was brought to you by Toni Airaksinen, Senior Editor of Liberty Affair and a journalist based in Delray Beach, Florida. Follow her on Substack and on X @Toni_Airaksinen.