As a middle-class white male middle school math teacher, my experience with privilege comes from knowing that my race, gender, and socioeconomic background are often represented in positive or neutral ways in society and in the school system. I rarely have to think about being treated unfairly based on my background, and I can generally expect to be perceived as competent and trustworthy without overcoming negative stereotypes. My experience also means that I don’t face the challenges many students from marginalized backgrounds do, which allows me to move through professional and personal spaces more easily.
In a math classroom, the curriculum and materials may feel neutral, but they often reflect the contributions and achievements of white, Western mathematicians. While math is universal, it’s easy for students to feel disconnected if they don’t see people from their own backgrounds represented in the examples or problems we discuss. For many students, especially those who come from diverse racial, cultural, and economic backgrounds, the lack of representation can signal that their identities are secondary or even invisible within the academic context.
To use my privilege to create a more equitable classroom, I can start by ensuring that I’m intentional about incorporating diverse examples, problems, and historical figures into my lessons, showing students the global and multicultural contributions to math. I can also be an ally and advocate within the school by supporting policies and practices that promote equity, such as inclusive curricula and equitable access to resources. I can encourage students to share their own perspectives and experiences, and I can strive to make my classroom a safe and welcoming place for everyone. By doing so, I can help build a classroom environment where each student feels they belong and that their identity is respected and valued.
In a math classroom, the curriculum and materials may feel neutral, but they often reflect the contributions and achievements of white, Western mathematicians. While math is universal, it’s easy for students to feel disconnected if they don’t see people from their own backgrounds represented in the examples or problems we discuss. For many students, especially those who come from diverse racial, cultural, and economic backgrounds, the lack of representation can signal that their identities are secondary or even invisible within the academic context.
To use my privilege to create a more equitable classroom, I can start by ensuring that I’m intentional about incorporating diverse examples, problems, and historical figures into my lessons, showing students the global and multicultural contributions to math. I can also be an ally and advocate within the school by supporting policies and practices that promote equity, such as inclusive curricula and equitable access to resources. I can encourage students to share their own perspectives and experiences, and I can strive to make my classroom a safe and welcoming place for everyone. By doing so, I can help build a classroom environment where each student feels they belong and that their identity is respected and valued.