Service & Equity Work

I firmly believe that mathematics should be accessible to everyone, and that one of our most important missions as math academics is to make sure everyone--from our students to our colleagues to our community members--feels confident and supported in their mathematical journeys. Mathematics is often represented as a field separated from the biases and politics of other academic fields, when this is anything but the case. Access to quality mathematics education is not equitably distributed, many math spaces are hostile to mathematicians from underrepresented groups, and generational math trauma and imposter syndrome can sideline even the most talented students.

My service work to increase equity and diversity falls into three main categories: mentoring undergrad research, building support networks, and combating gaps in pre-college education within the classroom and without through working with pre-college educators. These are all areas that were initially sparked by my own experiences as a woman in math and were then deepened by hearing the experiences of other students and colleagues from underrepresented groups and what mattered to keep them feeling like they belonged in math.

For more specific experiences/viewpoints, my Diversity, Equity, and Inclusion (DEI) statement is available here.

Mentoring Undergrad Research

My undergraduate research projects are all detailed on my Research page (click here), but one of the main reasons I view undergrad research as equity service is that it gives students from underrepresented groups math that is theirs and increases their confidence in math by showing them that their contributions are meaningful and valued. Having research mentors that shared my identity meant the world to me as an undergraduate, and I strive to provide the same level of encouragement that they gave me to my own students. Most of my research students to date have identified as underrepresented in one or more facets of their identity, and I have seen firsthand how much a supportive research environment can encourage their confidence and abilities. 

Building Support Networks

Having a support network of people who believe in your abilities is one of the most important factors for staying in mathematics when you question whether you belong. This doubt can come from many places (imposter syndrome, being the only person with your identity in a given space, hostile environments, etc.), but the support of peers and mentors is invaluable for bolstering up your confidence and advocating for your needs. The advice of older mentors who have experience with the way academia works is also so helpful for navigating this world. From my undergraduate days onward, I have built up support networks in my communities and advocated for equity and diversity in mathematics, and I intend to continue doing so for the rest of my career. Some of my work/roles along these lines include:


Combating Gaps in Pre-College Education

Many students come into our classrooms in college with gaps in their education, and there are two avenues to fixing these gaps. One is working with the students themselves to catch each student up on skills they haven't learned or internalized yet; the other is changing the system that produces these gaps by working with pre-college educators to provide them resources their schools cannot. The first approach is detailed more in my teaching philosophy (see here), whereas the second relies on direct outreach into the community. Here are a few highlights of my work in this area: