Leveling the Playing Field

Addressing the Culture of Urban Mathematics Education in Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation

Authors

DOI:

https://doi.org/10.21423/jume-v14i2a424

Keywords:

equity ethics, STEM education, structural racism, underrepresented racialized minority students, urban mathematics education

Abstract

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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References

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Published

2021-12-21

How to Cite

Friedrich, J., & Jenkins, T. (2021). Leveling the Playing Field : Addressing the Culture of Urban Mathematics Education in Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation. Journal of Urban Mathematics Education, 14(2), 105–116. https://doi.org/10.21423/jume-v14i2a424

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CRITICAL READS