Academic consolidations or mergers in higher education institutions have been on the rise. Addressing the human aspect of academic mergers requires delicate attention. However, the unappreciated side of mergers is often the people who deal with the aftermath of the process. Using autoethnography, the author reflects on a recent merger between a community college and a research institute and the author's experience of the lack of attention to the human factor and discusses the value of communicating during higher academic consolidation and merger change processes.

research interests center on exploring the intersectionality of race, gender, and ethnicity in undergraduate mathematics teaching and learning. BOOK REVIEWViewing "Others" as Mathematicians: A Book Review of Inventing the Mathematician: Gender, Race, and Our Cultural Understanding of Mathematics 1Dihema Longman Georgia State University henever I read, I am continually searching in the text for representation of myself (a Black, Jamaican American woman), my children (two daughters), or diversity in some other form. Therefore, when I received a copy of the book Inventing the Mathematician: Gender, Race, and Our Cultural Understanding of Mathematics, I was excited to learn from Sara Hottinger's (2016) perspective how mathematics relates to gender, to race, and to society, and just where I might be situated. Hottingera Professor of Women's and Gender Studies at Keene State College, New Hampshirecontends that Western mathematical subjectivity is largely male, White, and Western, and is constructed in ways that limit access to select groups of people. She details who gets to engage in mathematical knowledge and the mediums that reinforce the Western ideal of a mathematician. Hottinger claims that in our culture both mathematical subjectivity and feminine subjectivity are understood to be mutually exclusive. Throughout the book, Hottinger examines who gets to represent the subject position of mathematician and the varying ways that the single interpretation of who is a mathematician continues to be reified through the media, history of mathematics textbooks, and the field of ethnomathematics.The issue of exclusion from the subject position of "mathematician" based on gender and racial biases is not new. Hottinger (2016), however, provides specific instances which confirm that we are still looking for Einstein as textbooks continue to perpetuate patterns and images that dictate who can be a mathematician and who has the authority to be a doer, knower, and producer of mathematics. She explains how the media plays its role in who gets to represent the subjective character of a mathematician by using actress, author, and mathematician Danika McKellar's mathematics textbook as an illustrative example. Moreover, she examines how eth-