Disrupting Racialized Cisheteropatriarchy in Math Classrooms for Servingness

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 approaches to servingness within mathematics and beyond, and disrupting deficit thinking about how students engage in math. 

  

Guests:

Luis Antonio Leyva (he/him/él), Assistant Professor of Mathematics Education, Vanderbilt University, Peabody College of Education & Human Development 

Twitter: @LuisLeyvaEdu 

Faculty Webpage: https://peabody.vanderbilt.edu/bio/luis-leyva

Research Lab Webpage: https://my.vanderbilt.edu/prismlab/

Dr. Omayra Ortega (they/she), Associate Professor of Applied Mathematics & Statistics, Assistant Dean of Research & Internships, School of Science & Technology, Sonoma State University

LinkedIn: https://www.linkedin.com/in/omayra-ortega-94859bb/

Faculty webpage: https://math.sonoma.edu/faculty-staff/omayra-ortega

Ronimar López-Bazán (They/them/theirs), Student Assistant, Sonoma State University 

Instagram: @Veryberryqueer

APA Citation: 

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/episode/9ec0eda5/disrupting-racialized-cisheteropatriarchy-in-math-classrooms-for-servingness 

Attachments / Show notes: 

• 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