Page 6 and onwards: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11...

Page 6 and onwards: https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf https://equitablemath.org/wp-content/uploads/sites/2/2020/11... The intentions behind this effort seems to be to promote math that a more diversity of people can culturally relate to. It tries to address problems that today probably makes teaching math to diverse people both difficult and inefficient. The premise is that current practices have evolved in a niche culture, thus more optimized for that niche and not directly translateable to all the diversity of cultures that exists. However, it makes assumptions and focus around one "problem", which is kind of asking: "When did you stop beating your wife?". The references to "White supremacy culture" raises an indefensible dilemma, being itself racist and discriminatory. Especially when the focus is so narrow and one-sided, ie. Page 11: > PREPARE STUDENTS OF COLOR TO CLOSE THE GAP IN ACCESS TO STEM FIELDS * Teach students of color about the career and financial opportunities in math and STEM fields. * Encourage them to disrupt the disproportionate push-out of people of color in those fields. * Invite leaders and innovators of color working in STEAM fields to meet your students. The stance and focus seems to also be about rooting out negativity, but this can be said of every problem in society and is not an constructive approach in bridging gaps. Statements and mission goals such as these are just dead ends and require circular reasoning to uphold: > “We live in a toxic culture that affects us all; one dynamic of the culture is that we are discouraged from seeing it. One of our tasks is to learn to see our culture and how it teaches us to make normal that which is not and should never be normal.” So although you can try to "fix problems" this way, what one inevitably ends up doing is reinforcing all the divisions and problems and make them much larger and insurmountable than they need to be. It's kind of condescending although they are right: Different people require different approaches for learning better. This goes for all genders and "races" though!