Title

Navigating the Multiple Roles of Mathematics Graduate Teaching Assistants in Pursuit of Racial Equity, Access, and Justice

Authors

Kristyn Lue, University of Maryland

Document Type

Chapter

Journal/Book Title/Conference

Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors

Editor

Sam Clem

Publisher

Utah State University

Publication Date

8-15-2022

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

• Mathematics Graduate Teaching Assistants (GTAs) play a large role in the socialization of undergraduate students of Color and thus have an impact on their sense of belonging and retention in the STEM fields.
• GTAs occupy a unique role as agents of mathematics socialization, as they are also undergoing their own socialization as doctoral students; in many ways, these roles and this socialization processes constrain GTAs in ways that can be detrimental and marginalizing to students of Color.
• Without being aware of the ways in which systemic racism and white supremacy operate in mathematics spaces, GTAs play a role in upholding racialized hierarchies in STEM by maintaining a culture of exclusivity and elitism in mathematics classrooms.

Recommended Citation

Lue, Kristyn, "Navigating the Multiple Roles of Mathematics Graduate Teaching Assistants in Pursuit of Racial Equity, Access, and Justice" (2022). Exploring How We Teach. Paper 7.
https://digitalcommons.usu.edu/howweteach/7