Journal of Other Forum Analysis

[Propagandhim]

How does someone read this and conclude the author doesn't think blacks are a different species?  This is so disparaging and vile.  "These people do science differently than the rest of the world."

No, no, that's what the white supremacists (aka scientists) believe. The Black academics reporting this don't believe that. (Unless... did you ever heard the tragedy of Yakub?)

Here's the two papers:
https://www.jstor.org/stable/10.7709/jnegroeducation.88.3.0327
https://www.tandfonline.com/doi/full/10.1080/1046560X.2021.2008096

https://education.uic.edu/profiles/morton-terrell/

Dr. Terrell R. Morton is an Assistant Professor of Identity and Justice in STEM Education in the Department of Educational Psychology in the College of Education. Dr. Morton graduated with a B.S. in Chemistry from North Carolina Agricultural and Technical State University, a M.S. in Neuroscience from the University of Miami, and a Ph.D. in Education concentration Learning Sciences and Psychological Studies from UNC Chapel-Hill.

Dr. Morton identifies as a Scholar-Activist! His research and work focus on identity as it informs the persistence and engagement of racialized and minoritized students in STEM postsecondary education. He draws from critical race theory, phenomenology, and human development to ascertain Black students’ consciousness and how it manifests in their various embodiments and actions that facilitate their STEM postsecondary engagements.

As a scholar-activist, Dr. Morton works to transform the positioning and understanding of Blackness in mainstream education, specifically STEM, seeking justice and joy for Black women, Black students, and other minoritized individuals given the social-cultural-political-historical positioning of their identities. He advocates for identity, justice, and joy to be fundamental for education. He also works to transform STEM learning environments, creating spaces that are recognized and understood as extensions of students’ identity rather than sites of oppression that perpetuate hostility and exclusion.

He links whatever the fuck this is: https://www.blackepistemologies.com/

A NEW $8.8 MILLION, FIVE-YEAR NATIONAL SCIENCE FOUNDATION  RESEARCH PROJECT.
Black epiSTEMologies is a multi-institutional collaborative research project seeking to develop theories, research methods and tools (e.g., qualitative protocols, quantitative instruments), and forms of knowledge that expand the field of STEM education’s conceptual understandings of and implications for racial equity in STEM for Black students.

All the other people on the papers are these same type with race-based sinecures who publish nothing but this worthless racist garbage:

Dr. Monica L. Miles, PhD is a Visiting Assistant Professor of STEM education in the Mathematics, Science, and Technology Department at Teachers College, Columbia University. Dr. Miles received her doctorate in Curriculum and Instruction and the Science of Learning from the University of Buffalo, in 2017. Dr. Miles completed a Postdoctoral Fellowship at Vanderbilt University where she worked with the Explorations in Diversifying Engineering Faculty Initiative (EDEFI) research team. She is a critical STEM education trajectory scholar who seeks transformative solutions to cultivate liberated and environmentally justice environments for Black people, and other minoritized individuals. She believes in fostering racial solidarity and finding your own path in the movement.

Nickolaus Ortiz earned his doctorate in curriculum and instruction with a focus on mathematics education from Texas A&M University in 2018. Following graduate work, he served as a post-doctoral research associate at Michigan State University and is currently a tenure track assistant professor in the College of Education & Human Development’s Department of Middle and Secondary Education.

Ortiz is a mathematics teacher educator and researcher whose research interests deal with Black/African-American students and the impact that teachers have on these students’ performance and appreciation for mathematics. He is very much interested in how ontological Blackness is manifested and/or stifled during high-quality mathematics instruction that involves, for example, teaching for conceptual understanding and utilizing mathematics discourse, as well as identifying new and innovative ways for Black children to demonstrate the mathematics proficiency that already exists within. His scholarship deals with these issues, centering the brilliance of Black children in mathematics as an irrefutable reality. Ortiz is also a musician and loves everything from Gladys Knight to J. Cole, and utilizes music and Black vernacular in his approach to culturally relevant mathematics pedagogy.

Dr. ReAnna S. Roby is a research-practitioner and Assistant Director of the Margaret Cuninggim Women’s Center at Vanderbilt University. As a first-generation scholar, Roby’s background as a Black Southern woman in science greatly informs her praxis. A graduate of Alcorn State University, Washington State University, and the University of Texas at San Antonio, Roby’s scholarship employs Critical Race Feminism, Curriculum Theory, and Critical Qualitative methodologies to explore the ways in which the narratives of Black women and girls in science (formally and informally) could be used to reconceptualize and inform science, science education, and policy.

Most of the "research" of these papers involves interviewing some idiots about something:

Abstract
Black male teachers are consistently positioned in teacher recruitment and teacher education discourse as the potential solution to a myriad of social and educational problems. However, the expectations of Black male performance are at times predicated on limiting and oppressive assumptions. In this qualitative study, the authors use the Black feminist tenet, heteropatriarchy, to examine the life histories of two Black male teacher candidates and one Black male teacher in order to convey the problematic relationship among racial and gendered stereotypes, professional identities, and classroom experiences. Our findings suggest that the expectations Black male educators perceive others to hold of them do not leave space for diverse expressions of racial, gendered, and sexual identities. We conclude by offering recommendations toward identifying and challenging themes of heteropatriarchy within the social, cultural, and professional expectations communicated to Black male teacher candidates and teachers.

Without reading them I assume most of them are like this that was described in another paper:

Good lord.  This is the most implicitly demoralizing shit ever.  All these kids need to hear is that they're the same as everyone else, and there's a cottage industry of opportunist pseudo-academics sabotaging them.

He also works to transform STEM learning environments, creating spaces that are recognized and understood as extensions of students’ identity rather than sites of oppression that perpetuate hostility and exclusion.

Oh brother.  Just the burden a kid needs to take on when they're already trying to work through figuring out calculus.  If white privilege exists, it's the privilege to not have to have all these assholes provide a reason to second guess your ability to learn and succeed in the same way everyone else can without a unique set of mythical resources.