1. Teaching Equity Conference 2009 If not You, then Who? Mathematics and Science Session Erik Scott, Highline Math Instructor

2. Session Goals ► Examine evidence for increasing diversity in the teaching profession ► Discuss ways in which multiple cultural perspectives can improve math (and science) instruction

3. Ethnic Composition of Washington Student and Teacher Populations Sources OSPI Report on Personnel by Position and Ethnicity (2007 – 2008) OSPI Data on Student Enrollment by Gender and Ethnicity (2007 – 2008)

4. Consequences of this Imbalance: More obstacles for minority students ► Less informal mentoring on academic culture, especially regarding the perspectives and habits that facilitate academic success ► Fewer authority figures who “get it” (are able to empathize with the students)  Every culture has “codes” embedded in their communication which simplify communication with others inside that culture  Authority figures (such as teachers) from a specific population are invaluable since they operate within two distinct cultures, and thereby serve as translators/ambassadors  Such individuals help lessen the impact of “stereotype threat”

5. Stereotype Threat ► The threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype.  Minority students who are strong academically are more susceptible to stereotype threat  Student performance suffers when there is reason to believe that an evaluation is not “race-fair” and that the resulting implications about ability will reinforce negative stereotypes

6. Positive Effects of Multiple Cultural Perspectives on Math Instruction Erik’s argument: ► Increasing the number of faculty of color teaching math can improve math education by harnessing the experiences and perspectives of different cultures. ► These experiences/perspectives can provide a more meaningful definition of what math “is” as well as increase student motivation by showing how math is part of their current experience AND cultural heritage.

7. Using Diversity to Build a Better Math Class ► Discussion topic 1 [5 min] What is off-putting about math classes, or math in general? ► Discussion topic 2 [7-10 min] How do people use math in their daily life?

8. Using Diversity to Build a Better Math Class ► Discussion topic 3 [7-10 min] What IS math? ► Discussion topic 4 [5 min] What would inspire you to learn math? (What inspires you to learn, period?)

9. A Survey of Math Across Cultures ► Significant mathematical ideas (including the “Pythagorean” Theorem and portions of calculus) were analyzed or developed by people outside of Europe ► Various cultures have puzzles and games that teach key mathematical abilities, such as systematic thinking and pattern recognition

10. Thank you for your contributions! I hope the session was helpful.