From the episode:
"How are we actually connecting with our students and empowering them to learn, and then also taking a closer look at what's happening in our classroom, what we are allowing to happen in our classroom, you know? Are we engaging only with a particular type of student? Are we only interested in students that come well prepared to class? Are we only calling on students who raise their hand? Are we not trying to engage our quiet or shy students? Which oftentimes, and my experience at Sonoma State end up being Latine students that tend to be quieter in my classroom. So how are we engaging with our students? How are we fostering a sense of belonging?"
Dr. Omayra Ortega (they/she)
Associate Professor and
Assistant Dean of Research & Internships School of Science & Technology
Sonoma State University
In this episode we focus on servingness in math and mathematics spaces on campus. I talk to Dr. Luis Leyva, associate professor of mathematics education & STEM higher education at Vanderbilt University, Dr. Omayra Ortega, associate professor of mathematics & statistics at Sonoma State University, and Ronimar López-Bazán, a first generation nonbinary Chicane mathematics graduate from Sonoma State University. Luis, Omayra, & Ronimar talk about the ways white supremacy and heteropatriarchy have dominated college level math and share ideas for disrupting it. They also talk about the TIPS [Transformational Inclusion in Postsecondary Education] project, funded by an NSF HSI grant and led by Dr. Ortega, Dr. Leyva, and other co-PIs and student researchers such as Ronimar. This episode is full of knowledge about changing mindsets for faculty and educators for servingness, organizational approach to servingness within mathematics and beyond, and disrupting deficit thinking about how students engage in math.
Garcia, G.A. (Host). (2023, September 17). Disrupting Racialized Cisheteropatriarchal Math Classrooms for Servingness. (No.302) [Audio podcast episode]. In ¿Qué pasa, HSIs?. https://www.ginaanngarcia.com/podcast/302
Leyva, L. A. (2022). Latin* queer students intersectionality of experiences in mathematics education as a white, cisheteropatriarchal space: A Borderlands perspective. In A. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 79-97). Nashville, TN. https://doi.org/10.51272/pmena.44.2022.
Leyva, L. A., McNeill, R. T., Balmer, B. R., Marshall, B. L., King, V. E., & Alley, Z. D. (2022). Black queer students’ counter-stories of invisibility in undergraduate STEM as a white, cisheteropatriarchal space. American Educational Research Journal, 59(5), 863-904. https://doi.org/10.3102/00028312221096455.
Leyva, L. A., Mitchell, N. D., McNeill, R. T., Byrne, M. H., Ford, B., Chávez, L. A., & Abreu-Ramos, E. D. (2022). Faculty and student perceptions of instructional servingness in gateway mathematics courses at a Hispanic-Serving Institution. In A. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 444-452). Nashville, TN. https://doi.org/10.51272/pmena.44.2022.