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

Jami Friedrich; Tynetta Jenkins

doi:10.21423/jume-v14i2a424

Authors

Jami Friedrich Mercer Univeristy https://orcid.org/0000-0002-3937-9017
Tynetta Jenkins https://orcid.org/0000-0002-2015-1880

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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