Liberal university professor argues, “On many levels, mathematics itself operates as whiteness… perpetuates white privilege”
A professor at the University of Illinois made the claim that algebra and geometry perpetuate white privilege because “emphasizing terms like Pythagorean theorem and pi” give the impression that math “was largely developed by Greeks and other Europeans.”
Rochelle Gutierrez’ work “focuses on equity issues in mathematics education,” and worries that evaluations of math skills can perpetuate discrimination against minorities, especially if they do worse than white students.advertisement - story continues below
Campus Forum reports:
“On many levels, mathematics itself operates as Whiteness. Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White,” Gutierrez argued.
Gutierrez also worries that algebra and geometry perpetuate privilege, fretting that “curricula emphasizing terms like Pythagorean theorem and pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans.”advertisement - story continues below
Math also helps actively perpetuate white privilege too, since the way our economy places a premium on math skills gives math a form of “unearned privilege” for math professors, who are disproportionately white.
“Are we really that smart just because we do mathematics?” she asks, further wondering why math professors get more research grants than “social studies or English” professors.
Further, she also worries that evaluations of math skills can perpetuate discrimination against minorities, especially if they do worse than their white counterparts.
advertisement - story continues below
“If one is not viewed as mathematical, there will always be a sense of inferiority that can be summoned,” she says, adding that there are so many minorities who “have experienced microaggressions from participating in math classrooms… [where people are] judged by whether they can reason abstractly.”
To fight this, Gutierrez encourages aspiring math teachers to develop a sense of “political conocimiento,” a Spanish phrase for “political knowledge for teaching.”
Gutierrez stresses that all knowledge is “relational,” asserting that “Things cannot be known objectively; they must be known subjectively.”