“They’re just students. There’s no clear distinction”: A critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

“…, 2021 ). Concerningly, the findings of this study echo other studies demonstrating that color-evasive racism is prevalent among university STEM faculty ( Charbeneau and Chesler, 2015 ; Haynes, 2017 ; Haynes and Patton, 2019 ; McNeill et al. , 2022 ; Russo-Tait, 2022 ).…”

“…Though additional research is needed to uncover the full sense-making of color-evasive responses to classroom events, what is clear from this study and other research is that individuals must grapple with their biases and societal enculturation to determine how to best counter a color-evasive ideology and develop a critical racial consciousness (e.g., Haynes and Patton, 2019 ; Thoman et al. , 2021 ; McNeill et al. , 2022 ; Russo-Tait, 2022 ).…”

“…, 2022 ; Russo-Tait, 2022 ). Given that color-evasive racial ideology is deeply embedded within our society—and is manifested in STEM culture via meritocratic and identity-neutral beliefs ( Posselt, 2020 ; Blair-Loy and Cech, 2022 ; McNeill et al. , 2022 )—it is not surprising that STEM faculty bring this enculturation into their teaching.…”

Science faculty conceptions of equity and their association to teaching practices

“…It also provides further evidence that liberal ideologies such as egalitarianism and color‐blindness—core cultural values in STEM fields—can work as barriers to understanding inequities and injustices, as well as a way to exonerate oneself from taking responsibility in addressing these issues (Leyva et al, 2022; McGee. 2020; McNeill et al, 2022; Russo‐Tait, 2022).…”

“…Garibay et al (2020) found that STEM faculty's values about social justice issues in environmental science and other STEM programs can play out in curricular decisions. McNeill and colleagues (2022) explored college calculus instructors' sense‐making of potentially sexist and racist classroom events and how their understandings related to reported instructional practices that work to maintain the status quo in calculus courses. Finally, Thoman and colleagues (2021) proposed a framework describing faculty resistance to using evidence‐based, diversity‐enhancing classroom interventions.…”