Keeping the doors open for everyone

I like to think of the question as being: how can we, as teachers of math and science, provide a learning environment that is welcoming and inclusive to everyone no matter who they are.  I appreciate that equality fails to address the inherent disadvantages some societal groups face, but I think, as teachers, we should want to nurture, engage, connect with, and appreciate what every one of our students may bring. As a woman who took math and physics in the 80s and 90s, I am unfortunately familiar on just how destructive sexism can be to a career and self-confidence. It is probably one of the main factors that caused me to leave academia. However, as a mother of three sons, I would be very upset to hear that, in an attempt to right past wrongs, a teacher would encourage them less than another student based on their gender. I remember seeing a flyer advertising an opportunity to learn about being a firefighter. My young son, who had his share of struggles with self-esteem and difficulties at school, was extremely excited. I called the number and was told that he could not register because of his sex. While this action may have been trying to brute force a solution to a real systemic problem, it used the same weapons that perpetrated the initial wrong doing.

 I have tussled with my thoughts on this question a lot, but I think my belief is that we should acknowledge that there are certain students who may have an instinctual reticence for the subject based on societal factors, and actively do our best to neutralize those preconceptions and increase their comfort and self-esteem with the subject. However, I do not want to push some students at the expense of others; I hope to get to know all of my students and seek to find ways to help them all realize success. I looked up my physics department from my undergraduate degree and there is now 10% of the faculty who are women compared to a single female when I studied there. I do not think that is much of an improvement, but I am not comfortable forcing a a biased solution.

In my classroom I want to provide examples of mathematicians of all genders, races and cultures. I also want to be aware of any subliminal message on race or gender any of the materials and resources I use may carry. I hope to constantly question myself about any inherent biases I may have and make sure I do what's in the best interests for each of my students. I also don't want to ever make assumptions on whether a student may or may not be interested in learning more or pursuing further in the field, but instead try to offer encouragement to all of them. I'm all too aware of how one single thoughtless comment on a teacher's bad day may change the course of a student's life.