{"id":104149,"date":"2022-03-17T14:17:18","date_gmt":"2022-03-17T19:17:18","guid":{"rendered":"https:\/\/uwm.edu\/news\/?p=104149"},"modified":"2023-05-10T15:43:36","modified_gmt":"2023-05-10T20:43:36","slug":"expanding-opportunity-for-students-of-color-to-encourage-diversity-in-stem-fields","status":"publish","type":"post","link":"https:\/\/uwm.edu\/news\/expanding-opportunity-for-students-of-color-to-encourage-diversity-in-stem-fields\/","title":{"rendered":"Expanding opportunity for students of color to encourage diversity in STEM fields"},"content":{"rendered":"

Mathematics and science are core subjects in school and form the base for many career opportunities in STEM (science, technology, engineering and mathematics) fields.<\/p>\n

\"\"<\/a>
Curious Campus, 51ÁÔÆæ\u2019s podcast about science, discovery and culture<\/figcaption><\/figure>\n

However, many children may not view themselves as mathematicians or scientists. And students of color especially may not get opportunities in schools that could encourage them to continue pursuing courses in higher-level mathematics or STEM-related fields.<\/p>\n

On the latest episode of Curious Campus<\/a>, we talk with two guests who are looking at ways to expand opportunities in mathematics and encourage diversity in STEM fields. DeAnn Huinker is a professor of mathematics education at 51ÁÔÆæ\u2019s School of Education and director of the Center for Mathematics and Science Education Research. Danielle Robinson is a mathematics coach for Milwaukee Public Schools and an adjunct faculty member at the Department of Teaching and Learning in the School of Education.<\/p>\n

Here’s some of what Huinker and Robinson had to say on this week\u2019s Curious Campus<\/a>. For more, check out the episode.<\/p>\n

Could you tell us about your research project on children\u2019s math identity?<\/strong><\/p>\n

\"\"
DeAnn Huinker<\/figcaption><\/figure>\n

Huinker<\/strong>: Danielle had explored children\u2019s math identity in her graduate research project. After she graduated and was working for the Milwaukee Public Schools at Brown Street Academy, I asked her if we could explore this topic more. With the help of the Women\u2019s Giving Circle, a group of School of Education alumni and donors, we purchased books for the school featuring mathematicians and scientists of color and women.<\/p>\n

Robinson<\/strong>: When I first got interested in the topic, I actually Googled mathematicians and clicked on the image tab, and what came up were pictures of white men, many of them no longer with us. That\u2019s what the children drew when we asked them to draw a picture of a mathematician at the beginning of the school year \u2013 an older white man with a mustache. Through the year, the teachers incorporated books about mathematicians and scientists who were women and people of color. By the end of the year, the students were making the connection between themselves and those mathematicians and scientists. One third-grade girl, when we were learning about the book and movie \u201cHidden Figures,\u201d pointed out Katherine Johnson, Dorothy Vaughan and Mary Jackson. I knew in that moment she was making the connection between herself and those three Black women who were mathematicians.<\/p>\n

How did the project help the students with the actual process of doing mathematics?<\/strong><\/p>\n

Robinson<\/strong>: That was a crucial piece of the project. Oftentimes, we would ask the students, what does it mean to be good at mathematics, and they\u2019d say, \u201cThey just get the answer off the top of their head.\u201d Or \u201cthey\u2019re really fast\u201d or \u201cthey\u2019re the kids who get called on all the time.\u201d We read a book about Benjamin Banneker, who took two years to construct a living clock.\u00a0 We would have conversations about how he made errors and how he fixed them, and that\u2019s what mathematics is all about. We wanted to change the language from success as being correct to perseverance and reasoning and valuing mistakes as something you can learn from.<\/p>\n

Could you talk about the achievement gap between many Black students and their white counterparts?<\/strong><\/p>\n

Huinker<\/strong>: I would call it an opportunity gap rather than an achievement gap. I think historically mathematics has been an area\u00a0that has excluded students of color. When we look at systems, such as tracking students or putting them into ability groupings or sometimes just underestimating what they can do, we have marginalized these students. As a mathematics community, we have to acknowledge there are systemic inequities in our system. We sort children more in mathematics than in any other area, and that is just wrong. We are fighting the idea that only some children can access mathematics or have ability at deeper levels.<\/p>\n

What about mathematics anxiety that impacts both children and adults? How do you deal with that?<\/strong><\/p>\n

Robinson<\/strong>: Sometimes I would find my students were nervous to share their thinking if they were engaged in mathematical tasks. We would give them space to share and have a conversation about how making mistakes and figuring them out can help your brain to grow. Kiddos who wouldn\u2019t share \u2013 and I wouldn\u2019t push them \u2013 they would start to come out of their shell and raise their hand or talk with their partner. That was really wonderful to see them feel really confident in themselves.<\/p>\n

Huinker<\/strong>: Teachers need to create the environment in the classroom that makes it OK to make mistakes and learn from them. It\u2019s not immediate, mathematics isn\u2019t fast and there\u2019s more than one right way, but we need to start with our youngest learners.<\/p>\n","protected":false},"excerpt":{"rendered":"

Children tend to think of mathematicians as being old white men, a perception that can prevent them from seeing themselves in math-intensive fields. Teachers and researchers are working to change that. <\/p>\n","protected":false},"author":835,"featured_media":104150,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","uwm_wg_additional_authors":[]},"categories":[174,175],"tags":[],"section":[246,247],"display_categories":[115,116],"related-coverage":[337,207],"uwmnews-feed":[347,148],"class_list":["post-104149","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","category-research","section-business-world-affairs","section-politics-social-science","display_categories-top-story-secondary","display_categories-top-story-section","related-coverage-curious-campus","related-coverage-teaching","uwmnews-feed-community-engagement-professions","uwmnews-feed-education"],"yoast_head":"\nExpanding opportunity for students of color to encourage diversity in STEM fields<\/title>\n<meta name=\"description\" content=\"Children tend to think of mathematicians as being old white men, a perception that can prevent them from seeing themselves in math-intensive fields. 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