Our adult education students represent a multitude of backgrounds and cultures, yet they may not feel these are reflected in the math classroom or in STEM fields. In this webinar, we’ll learn about female and black, indigenous, and people of color (BIPOC) mathematicians whose stories and many contributions were erased from history. Educating ourselves and our students about these "invisible" STEM pioneers is a step towards what Dr. Gholdy Muhammad calls historically responsive education (instruction responsive to the histories, identities, literacies, and liberation of students). When students see themselves represented in STEM fields, they may be better able to see themselves succeeding at math.
- All adult education math practitioners
This professional development activity/course is designed for:
A first step in creating a more equitable and inclusive math classroom is to learn how students can feel marginalized in the classroom, and how important it is to address the feeling of invisibility. In this webinar, we will spotlight great female and BIPOC mathematicians whose stories and contributions have been largely omitted from mainstream historical accounts. Research on STEM and how women and BIPOC communities are overlooked will also be discussed.
Please note: About one week before the event, registrants will receive a separate email from firstname.lastname@example.org from the SABES Math Team at TERC with instructions on how to access the Zoom session.
- Value the importance of making students feel “visible”
- Provide inspiring examples of female and BIPOC mathematicians whose STEM contributions have been overlooked
- Explain why it’s important for marginalized students to see themselves represented in STEM
Upon completion of this professional development activity/course, you will be able to: