Please join the Education Department in congratulating our very own Dr. Michele Stites, who recently received the Adaptation Award as a part of the Hrabowski Innovation Fund Competition.

In the last few iterations of our roundtable series, we’ve noticed that the classroom is, in many ways, replicated in the Women’s Center. Yes, we have beanbags and we gather together in a big friendly circle to discuss topics one might not cover in class, but structurally, we were learning in the same exact way. Experts are invited to talk, and we listen. Don’t get me wrong. All of our roundtables brought forth amazing conversations and beautiful insights. As much as the Women’s Center likes to be a space where classroom discussions can continue to grow, we also want to offer a new structure for having those conversations. We want to try something that incorporates social justice and brave spaces into how we learn. So this year we’re trying out knowledge exchanges.

Inspired by the tenets of radical pedagogy that are outlined by scholars such as Paulo Freire and bell hooks, we at the Women’s Center want to create space for learning that blurs the power dynamics of a typical teacher-student relationship and posits, instead, a team of “co-investigators.” For example, we envision an opportunity for professors, students, staff, community members, etc. to all come together to learn from each other and work out problems using their unique knowledge bases. This as opposed to a teacher leading a class to the solution of a problem. We hope that knowledge exchanges can be a sort of respite from the classroom for both students and teachers, as well as staff and all the other folks on our campus.

Missy introduced me to the concepts of pedagogy and andragogy, which strongly inform our Knowledge Exchanges.

In our knowledge exchanges we aim to do several things:

• Create a network of lifelong learners and curious co-investigators among all aspects of the UMBC community.
• Collaborate on dynamic solutions to complex, multi-faceted problems
• Have fun! No, really. A big goal with these knowledge exchanges is to build relationships across campus and make friends with the folks that are gathered together.

Led by Brave Space guidelines, we hope to have conversations that are led by the following values:

• We will respect each other as both learners and knowers; experts of our own lives and experiences.
• We will challenge ourselves as active listeners, community members, and co-investigators to collaborate with those gathered.
• We will build community by nurturing our relationships, holding each other accountable, and collaborating together in an equitable structure.

Knowledge exchanges will be a little messy at first. We’re all still sorting out what it means to work towards a learning space that’s more equitable to all involved. That’s what’s fun, though. We’re able to get messy, learn from each other, and hopefully use our combined knowledge to find the right questions and perhaps move towards some really good solutions.

Over the spring semester, we have three Knowledge Exchange events planned. Topics are broad and (hopefully) worthy of deep discussion creative problem-solving, and imagination:

• Thursday, February 22^nd 3:30 pm to 5 pm: Super Representation
  • Black Panther is out, and we want to know what you think about all of this superhero kerfuffle. We’re thinking about diversity in superhero movies, comics, toys, video games, etc. and we’re thinking about it more broadly than the tokenized sexy lady assassin or the wheelchair bound sidekick. Let’s talk about the possibilities of superhero diversity!
  • Partners: Dr. Elizabeth Patton, faculty in Media and Communication Studies

• Wednesday, March 14^th, 4:00 pm to 5:30 pm: Consciousness Raising: Past, Present, and Future
  • Consciousness raising is an integral of feminist movements. Simply, consciousness raising is a gathering focused on learning more about experiences different from your own. In this Knowledge Exchange, we want to look back at the history of consciousness raising, how (and if) it happens now, and what it could look like in an ideal future.
  • Partners: Dr. Jodi Kelber-Kaye, Assistant Director of the Honors College

• Tuesday, April 24^th, 4:00 pm to 5:30 pm: Mediating Media Intake
  • Do you ever read or watch or listen to the news and just want to cry? Or flip a table? Or hide? Us too. Let’s discuss strategies for keeping up to date and also keeping our mental and emotional health. In this Knowledge Exchange, we’re going to talk media literacy and conscious consumption.
  • Partners: Dr. Rebecca Adelman, faculty in Media and Communication Studies

Student staff member Sydney has had a rocky relationship with math throughout her life. As a graduate student in the Applied Sociology program at UMBC she began to rethink her relationship with math through her statistics courses and with the support of her (Women!) professor and TA.

On Thursday September 14, the Women’s Center hosted their first fall roundtable on the topic of Women in Tech. I was there to listen and also write the roundup for the Women’s Center.

Although I am not a woman in the STEM field, a lot of what was shared really resonated with me and led to a reflection about my relationship with math. Let me start by saying it’s not a positive relationship. I’ve always struggled with math, I feel like it takes me longer than others, my professors (read: male professors) have always seen me as a burden, and now just thinking about it gives me anxiety. I’m talking “I don’t understand anything on this page, I’m going to fail this test, I’m going to fail this class, and I’m never going to get a job and my life is over” types of anxiety.

I used to say I hated math because I thought I was bad at it, but the roundtable really made me reflect on if this is true or if I’ve just been socialized to believe this. I never thought I was a person who was bad at math; I thought I was bad at math because I was a woman.

Comic from XKCD

Even as a graduate student who passed all of her undergraduate math classes and received an A in graduate level statistics (make note, I had women professors), I still think I’m inherently bad at math, which makes NO sense. This problem exists outside of my experiences as well and is reflected in the disparities between men and women in the STEM fields. For example, although more women are awarded bachelor’s degrees than men, only 17% of computer science graduates are women.

My reflection made me want to reach out to other women to see what their experiences with math were and if this socialization process affected their relationship with math at all. Like many other quests into knowledge, this one did not go quite as planned, but still I received a lot of feedback that included some key themes I think are important.

The first theme is that those who struggled with math or felt as if they were being told they were bad at math, began to feel this way from a VERY early age (most respondents reported between first grade and early middle school). Young girls who were working out math problems were told that if they didn’t understand it right away that they never would and they should basically give up.

The other theme was that most of these comments (or in some cases just dirty looks) came from male teachers. Not only were women being socialized through verbal interactions to believe they were bad at match, they were also aware of the nonverbal interactions between themselves and their male teachers that added to this thought. The patriarchy is alive and well in the classroom y’all.

Here are some responses:

I was talking with a classmate trying to figure out what a problem meant when the teacher came up to us, yelled at us for distracting our classmates, and that if we didn’t understand it – we wouldn’t ever get it. – Rachel (22).

2nd grade, the teacher said I just wasn’t up to it -Jamie (24)

A college professor told me before the class even started that I was either going to fail or drop out of the class, I ended up passing the class with a high B just to prove him wrong -Jill (23)

Most of the women who wrote about these negative experiences also expressed that their negative relationship with math has continue throughout their lives. In terms of their current feelings, they expressed feelings of doubt and anxiety when doing math, or even a complete avoidance of math in life altogether.

I hate it. I’m super intimidated by it. The thought of having to help my daughters with their math homework in the future, terrifies me! -Marie (38)

Some of the women who had negative experiences early on did end up having a good relationship with math later on. Some women have always had good experiences with math. The one common denominator between these positive math women was: a support system, and most of the time this support system was made up of other women (women teachers, Mom’s who worked in the field, etc.).

I had a teacher, Ms. Raden… I don’t know if it was her approach or the fact that she was a woman that made me more comfortable.  I took more advanced classes and eventually got a degree where match and equations are big.- Darcy (31).

My algebra 1 teacher went out her way to encourage girls. -Debbie (55)

I think the support I’ve had from my parents encouraging me to pursue math and science in my career has helped me to not feel inadequate in my mathematical abilities. -Caitlin (25).

Most of the responses I gleaned seemed to be aware of the stereotype of women being bad at math and science. Thus, while I expected emotional answers, I was not prepared for the amount of angry responses I received… which were directed at the survey itself and me. A lot of women took offense that I would “assume” they were bad at math or that their experiences were negative. They had never encountered the problem I was bringing up and therefore didn’t think it was an issue on a larger scale either. I have pretty thick skin, but to be honest, shifting through 30 responses with a large amount being very passionate about why I was wrong hit me hard. I immediately wanted to defend myself but also didn’t know how to respond. I didn’t know how to move forward with the blog or get out the message I was originally trying to convey. At first I just wanted to ignore these responses and focus on my original goal, but after reflecting (again) and getting input from coworkers and an amazing supervisor (Thanks Amelia!) I decided I needed to face what was making me uncomfortable head on.

I think it is important to note that women have a variety of experiences, and all of them are valid. While a lot of women have great experiences with math it is also a fact that there are large disparities in the gender makeup of people in STEM fields and that many women have had negative experiences. I want to foster a space as well as a society where all women’s voices are heard but also not at the expense of women with differing stories. Some experiences are good and some are bad but the consequences of a society that largely labels women at a disadvantage are very real. Although women’s involvement is on the rise, there are still barriers that need to be addressed in order for a more equitable field (and society) to emerge.

To the women in STEM fighting against these barriers, I thank you! To the women who feel comfortable in their own skin around math, I envy you! To the women who avoid math at all costs, I understand you! And to the women who can feel their blood pressure rising just when the word is uttered, I am with you!

On Campus Resources:

UMBC Center for Women in Technology

More about the issue:

Women and Math: The Gender Gap Bridged

Women in Math, Science, & Medicine: Still Work to be Done

The Truth About Gender and Math

Over the past year, proactive and reactive acts of resistance have electrified our country and world. Immediate images that flash through our minds include the water protectors at Standing Rock, the millions around the world who participated in the Women’s March, those who rushed to the airports to volunteer translation and legal assistance to immigrants and refugees in the immediate aftermath of the travel ban.  

As these images of mass protests and large-scale actions continue to capture our attention, we also recognize the power of everyday acts of resistance. Social justice movements have been infused with a renewed sense of urgency, and for an ever-growing number of people, there is the will to be counted, to find voice, and to rise up.

While many are new to the struggle, the struggle itself is not new. We’re reminded by those who have long been active in these movements that the fight for justice is neither in its first breaths nor last gasps.

For the fifth annual Critical Social Justice, we’ll explore opportunities for building individual and collective resistance and resilience. Events throughout the week will challenge us to think about how we can do better, do more, and persist in doing it. How do we rise to meet the challenges of this particular cultural moment to work toward a vision of inclusive excellence—whether it’s in the classroom, online, or in our communities?

We’re excited to announce that our keynote speaker will be Native scholar and activist Dr. Adrienne Keene (Cherokee Nation), who writes about cultural appropriation and stereotypes of Native peoples in pop culture on her blog Native Appropriations. Keene examines the way Indigenous peoples are using new media to challenge racism, present authentic counter-narratives, and create innovative spaces for art and activism. The keynote lecture and reception will be held on Tuesday, October 24th at 6pm in the UC Ballroom.

Critical Social Justice: Rise will be held on October 23rd through 27th, 2017. Follow our blog, Facebook, and Twitter (#csjrise) for our calendar of events, updates and other news. For more information about the Critical Social Justice initiative, please email womenscenter@umbc.edu.

Critical Social Justice is a Women’s Center initiative with The Mosaic: Center for Culture and Diversity.

Start your online application here: http://bit.ly/ApplyTFA

Right now, fewer than 10% of students from low-income communities graduate from college. All children in this country deserve an education that gives them the opportunity to realize their fullest potential. Teach For America (TFA) seeks passionate, social justice-driven seniors and graduate students from all majors and backgrounds.

Apply by March 4th (job offers go out April 25) for the Teach For America corps member position, a two year teaching commitment (ranging from pre-K to 12th grade) in one of 52 low-income communities across the country. You’ll earn a full salary (up to $51,000/year) and benefits, state teaching certification, and an optional Master’s degree. Beyond the two years, our alumni are change agents, inside and outside of schools, tackling issues in education, law, medicine and beyond.

 Who We Look For | Where & What You’ll Teach | Training & Support| How to Apply | Alumni Profiles

• Present research at Leadership Alliance National Symposium (LANS) as well as a UVA research symposium.
• Work hands-on with UVA faculty mentor(s) and graduate student mentor(s).
• Participate in workshops on research methods and the grad school application process, and enroll in an intensive GRE preparation course.

• A $3000 stipend and some travel and meal expenses.
• Housing in a university residence hall.

• Be a member of a group that is underrepresented in educational research.
• Be a current junior, with 2 semesters or less to complete after the internship.

Thursday, October 22, 2015

4:00 p.m., Albin O. Kuhn Library Gallery

Ari Ne’eman will discuss the history of disability policy in the United States, how social attitudes and government policy towards people with disabilities have changed over the last fifty years and articulate how policymakers, activists and others can help set the stage for a more inclusive 21st century America.

Ari Ne'eman, UMBC and Sondheim Public Affairs Scholars alumnus (Political Science ‘10) is President and Co-Founder of the Autistic Self Advocacy Network, a national advocacy organization run by and for autistic Americans. Mr. Ne'eman recently completed a 5 year term as one of President Obama's appointees to the National Council on Disability. Earlier this year, Ne’eman was awarded the $100,000 Ruderman Prize, which recognizes an individual who has made extraordinary contributions to the inclusion of people with disabilities in the Jewish world and the greater public.