Math Department Diversity Statement and Action Plan: Antiracist Faculty Development
There is a lot of learning and reflection that we need to do in order to better understand the types, sources, and repercussions of racial inequity within mathematics as a field of study, academia, and the country at large. We recognize that this will be a continuing journey and we are eager to do the work. As such, this statement is a working document to be revisited regularly and amended as we grow. We already see that the initiatives below are small pieces of a broader effort to make mathematics a more inclusive discipline.
We will create a monthly faculty reading group focused on inclusive pedagogy. All full-time faculty will participate, and it will run during the academic year. We will learn about antiracist teaching philosophies, practical teaching strategies, assessment methods and more to improve equity and inclusion in the learning experience.
All faculty will actively engage with elements of antiracist course designs, structures and policies. We recognize the need to be antiracist in the choices we make for our courses. We will work to eliminate the barriers that position math as a gatekeeper. Self-reflection and intradepartmental dialogue are important parts of this process.
We acknowledge that diversity, equity, and inclusion work should be formally valued within the context of faculty evaluations. We will work to articulate ways in which excellence in this area will contribute to pre-tenure, tenure, promotion, and quadrennial reviews.
We will strive to submit an annual nomination for The Bruce S. Gordon ’68 Diversity, Equity, and Inclusion Teaching Excellence Prize from amongst our eligible department members.
We will establish a rotating departmental task for tracking and reporting our progress with diversity, equity, and inclusion efforts. Their duties will include:
collect information from faculty, Pi Mu Epsilon and the PLA Coordinator about antiracist efforts;
analyze department and College-wide data to answer questions about race-related outcomes, including which students we serve, in which courses, and who we are missing;