Leveling the Playing Field
Addressing the Culture of Urban Mathematics Education in Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation
DOI:
https://doi.org/10.21423/jume-v14i2a424Keywords:
equity ethics, STEM education, structural racism, underrepresented racialized minority students, urban mathematics educationAbstract
As a White cis-gender woman and an African American cis-gender woman who are educators and emerging scholars in the field of science, technology, engineering, and mathematics (STEM) education, we come together to review Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation by Ebony Omotola McGee. This book review is based on our understanding of the inequities in the field of STEM education and the effects of these inequities on mathematics education. We invite the reader to join us in this conversation of recognizing the hardships and embracing the success of underrepresented racialized minority students in mathematics and other fields of STEM.
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