Prof: Algebra, geometry perpetuate white privilege

Toni Airaksinen
Columnist at PJ Media

  • Gutierrez worries that algebra and geometry perpetuate privilege because "emphasizing terms like Pythagorean theorem and pi" give the impression that math "was largely developed by Greeks and other Europeans."
  • She also worries that evaluations of math skills can perpetuate discrimination against minorities, especially if they do worse than their white counterparts.
  • A math education professor at the University of Illinois argued in a newly published book that algebraic and geometry skills perpetuate “unearned privilege” among whites.

    Rochelle Gutierrez, a professor at the University of Illinois, made the claim in a new anthology for math teachers, arguing that teachers must be aware of the “politics that mathematics brings” in society.

    “Are we really that smart just because we do mathematics?”   

    [RELATED: EdX no longer 'teaching social justice through mathematics']

    “On many levels, mathematics itself operates as Whiteness. Who gets credit for doing and developing mathematics, who is capable in mathematics, and who is seen as part of the mathematical community is generally viewed as White,” Gutierrez argued.

    Gutierrez also worries that algebra and geometry perpetuate privilege, fretting that “curricula emphasizing terms like Pythagorean theorem and pi perpetuate a perception that mathematics was largely developed by Greeks and other Europeans."

    Math also helps actively perpetuate white privilege too, since the way our economy places a premium on math skills gives math a form of “unearned privilege” for math professors, who are disproportionately white.

    “Are we really that smart just because we do mathematics?” she asks, further wondering why math professors get more research grants than “social studies or English” professors.

    [RELATED: Prof complains about 'masculinization of mathematics']

    Further, she also worries that evaluations of math skills can perpetuate discrimination against minorities, especially if they do worse than their white counterparts.

    “If one is not viewed as mathematical, there will always be a sense of inferiority that can be summoned,” she says, adding that there are so many minorities who “have experienced microaggressions from participating in math classrooms… [where people are] judged by whether they can reason abstractly.”

    To fight this, Gutierrez encourages aspiring math teachers to develop a sense of “political conocimiento,” a Spanish phrase for “political knowledge for teaching.”

    Gutierrez stresses that all knowledge is “relational,” asserting that “Things cannot be known objectively; they must be known subjectively."

    Campus Reform reached out to Gutierrez for comment, but did not receive a response in time for publication.

    Follow the author of this article on Twitter: @Toni_Airaksinen





    Toni Airaksinen

    Toni Airaksinen

    Columnist at PJ Media
    Toni Airaksinen is Columnist at PJ Media and a Consultant at Youth Radio. She was previously a New Jersey Campus Correspondent, reporting on liberal bias and abuse for Campus Reform with a focus on Title IX, the OCR, and the First Amendment. During college, she also was a columnist for Quillette and The Columbia Spectator. Her exclusives have been featured on FOX News and The Drudge Report. She graduated from Barnard College in 2018.
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