Modeling Vulnerability: Confronting White Supremacy in Our Mathematical Policies, Practices, and Ourselves

Abstract

School districts’ anti-racist efforts often fail to consider the prevailing culture in which this work is situated: one of white
supremacy. In this piece, we detail efforts of district-level mathematics leaders to engage building-level leaders in the
naming, critically reflecting on, and finally taking action to redress racism in mathematics policy and practice. We share
concrete examples of how the characteristics of White Supremacy Culture (WSC) and the levels of racism are at play in
decisions around assessments, curriculum pacing guidelines, and course pathways. We hope our story will inspire others to
engage leaders in reflection about their role in challenging long-standing inequities and actualizing anti-racism.