There exists a need to promote diversity, equity, and inclusion in mathematics education (Wilson and Franke, 2008). Being cognizant that there are few underrepresented groups that obtain doctoral degrees in mathematical sciences or mathematics education (AMS, 2014; Reys and Dossey, 2008), focused training is needed to prepare doctoral students on diversity issues that may arise in higher education and the means by to address such issues. An advance seminar course or colloquium that would be helpful to mathematics education doctoral students who seek a career position in higher education should be entitled, “Gaining a better perspective of diversity in higher education”. This course would addresses issues related to establishing and sustaining an equitable and inclusive environment in classroom environments and throughout the university. “Climate can be examined through various components…structural diversity (the number of underrepresented students on a campus), the psychological climate (prejudice), and behavioral dimensions (relations among students, an instructors’ pedagogical approach)” (Hurtado, Milem, Clayton-Pedersen, and Allen, 1999, p. x). The climate is often enacted in the hidden curriculum that complements the overt curriculum of the university. Admittedly, diversity courses taught at many universities might address diversity climate issues, however it is not a requirement for a doctorate in mathematics education, and hence most doctoral students in mathematics education never enroll in such courses. Considering that by the year 2044, more than half of the U.S. population will be individuals of color (Colby & Ortman, 2015) and the academy is becoming increasingly diverse, it is imperative that we train educators to work within such diverse contexts. Thus, gaining an understanding of the complexities of diversity, and how to incorporate it into their practice will be vital to mathematics education doctoral students’ success in academia.
Therefore, we propose that an advance seminar course or colloquium in mathematics education be dedicated to the teaching of diversity, equity, and inclusion in higher education: We will first discuss the content that should be covered, and subsequently describe how the training should be organized. By first shedding light on what ought to be learned, faculty members can strategically incorporate pedagogical strategies to promote the learning of the desired content.
Sears, Ruthmae and Lane, Tonisha B.
"Integrating Diversity Training into Doctoral Programs
in Mathematics Education,"
Transformations: Vol. 1
, Article 4.
Available at: http://nsuworks.nova.edu/transformations/vol1/iss1/4