QUEER MATHEMATICS: DOES WHO YOU SCREW AFFECT THE OUTCOME OF A MATHEMATICAL EQUATION?
In quantum mechanics, the action or mere presence of an observer can alter the outcome of a quantum event,
In quantum mechanics, the act of observation can affect the outcome of a quantum event. This is known as the observer effect. The observer effect is based on the idea that the act of measuring a quantum system can change its state. This is because the act of measurement requires interacting with the system, which can cause the system to transition from a superposition of states to a specific state. This phenomenon is known as wave function collapse. It is important to note that the observer effect is a fundamental aspect of quantum mechanics, and it is not limited to human observers; any type of measurement or interaction can cause wave function collapse.
Therefore, I am compelled to ask… Does who you screw affect the outcome of a mathematical equation? In essence, does E=mc2 yield a different result for a White, Cisheteropatriarchal individual than it would for a Black, Latin, and Asian QT [queer and transgender] individual?
More importantly, does the rigorous training required to understand the equation change between a White, Cisheteropatriarchal individual and a Black, Latin, and Asian QT [queer and transgender] individual?
Or, is it necessary to apply principles of equity, the provisions of equal outcomes, to those studying mathematics such that if a White, Cisheteropatriarchal individual receives a Ph.D., then actual understanding and experience in mathematics should be waived or mitigated to ensure that a Black, Latin, and Asian QT [queer and transgender] individual receives the same degree?
In a spasm of academic bullshit, we find the work of Professor Luis A. Leyva, associate professor of mathematics education at the Peabody College of Education and Human Development at Vanderbilt University….
Leyva is also an affiliate in Vanderbilt’s Department of Gender & Sexuality Studies, according to his faculty bio. His work ”draws on critical race theory, women of color feminisms, and queer of color critique to conceptually and methodologically ground his scholarship, which centers historically marginalized voices in STEM higher education across intersections of race, gender, and sexuality.”
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Undergraduate Mathematics Education as a White, Cisheteropatriarchal Space and Opportunities for Structural Disruption to Advance Queer of Color Justice Abstract This lecture consists of two parts. For the first half of the lecture, I present findings from my research about the educational experiences of 39 undergraduate queer and trans* (QT) students of color pursuing STEM majors across historically white and minority-serving universities in the United States. Findings depict how Black, Latin*, and Asian QT students’ narratives of experience reflect forms of intersectionality or instances of oppression and resistance at intersecting systems of white supremacy and cisheteropatriarchy (or white cisheteropatriarchy). I use my analytical framework, “STEM Education as a White, Cisheteropatriarchal Space” (Leyva et al., 2022, American Educational Research Journal), to capture how intersectional oppression among QT students of color unfolds across three interconnected levels of influence in undergraduate STEM: ideological, institutional, and relational. In addition, I highlight findings that illustrate structural disruptions, defined as educational structures and practices that resist intersectional oppression in undergraduate STEM. Findings also address coping strategies among QT students of color navigating white cisheteropatriarchy in STEM for protecting their academic success and intersectional identities. During the second half of the lecture, I apply my framework and research findings to argue how undergraduate mathematics education operates as a white, cisheteropatriarchal space that limits learning opportunities affirming of queer of color identities and experiences. I conclude by re-imagining undergraduate mathematics education with structural disruptions that advance justice for learners marginalized across intersections of race, gender, and sexuality. This re-imagining accounts for ideological, institutional, and relational forms of disruption that interrogate dominant forms of knowledge production as well as expand access to learning opportunities and departmental support that affirm queer of color identities. <Source> |
What the hell does this mean?
White, Cisheteropatriarchal individuals sit in the back and are docked 50 points on a test, while Black, Latin, and Asian QT [queer and transgender] individuals sit in the front of the class and get 50 points on a test?
Bottom line…
I have learned that some people are predisposed to study mathematics, and others are not. To the extent that some minorities discourage and harass high achievers within their identity class, that is a disciplinary problem, not one of structural White supremacy.
We need to concentrate education on those motivated to study mathematics and who are capable of understanding the subject matter.
We need to reduce educational costs by removing highly-paid academic fools who publish and present nonsensical gibberish to other academic fools.
And for those who believe that 2 + 2 does not equal 4 (base 10), perhaps they need to be academically sidelined to the dustbin of history.
We are so screwed.
-- Steve
“Nullius in verba”-- take nobody's word for it!
"Acta non verba" -- actions not words
“Beware of false knowledge; it is more dangerous than ignorance.”-- George Bernard Shaw
“Progressive, liberal, Socialist, Marxist, Democratic Socialist -- they are all COMMUNISTS.”
“The key to fighting the craziness of the progressives is to hold them responsible for their actions, not their intentions.” – OCS "The object in life is not to be on the side of the majority, but to escape finding oneself in the ranks of the insane." -- Marcus Aurelius “A people that elect corrupt politicians, imposters, thieves, and traitors are not victims... but accomplices” -- George Orwell “Fere libenter homines id quod volunt credunt." (The people gladly believe what they wish to.) ~Julius Caesar “Describing the problem is quite different from knowing the solution. Except in politics." ~ OCS