Susan's Story

Susan is one of those people many colleges call a 'returning student'. She recently appeared at an interview session for entry into an undergraduate teacher education program in mathematics, a step now required in many states to improve the quality of those who become certified as teachers in the public schools. At the time of her interview, Susan commented rather casually that her decision had been delayed for many years by the unreasonably negative response of a former college faculty member. Susan was asked to consider writing her story by a faculty member who hoped it might produce a skit for this program tonight. What emerged was a narrative which goes well beyond the level of micro-inequity. None of us could imagine how to dramatize it, so we present it to you in the words of the student who experienced it.

At the time of enrolling in Trigonometry at Urban Community College, I had completed Intermediate Algebra and College Algebra, receiving an 'A' in both courses. The instructor for Intermediate Algebra had discussed with me the possibilities of teaching mathematics. (I had intentions of teaching chemistry.) This instructor felt I should consider mathematics as an option. Over time I consulted with both instructors and others about a career in teaching mathematics. With much positive response I have decided upon a degree of mathematics education with a chemistry minor.

However, the semester came when it was time for me to take Trigonometry. The class began fine. Then a discussion in class had arisen about women in mathematics. (Myself and one other female were enrolled in this course.) The instructor proceeded to state that he felt there was no place in mathematics for women. At first I was angered and wanted to challenge this. I felt like this should be brought to the attention of the college. Then upon the advice of others I did not pursue the matter. I attempted to just finish the course and continue with my studies. My enthusiasm was lost. I had no idea of the impact this particular incidence caused at the time. I would like for it to be noted that upon comparison of tests, quizzes, and homework, that my work appeared to be graded more harshly than the other (male) students.

Since this course, I leaned away from mathematics. Not having math in high school other than one year, and no other support for this, I thought that perhaps I really wasn't qualified to teach mathematics. I changed majors and took an associates degree in business, but I never felt satisfied.

I have since taken other courses in mathematics here at Humongous State University. In a statistics class of thirty people, I received the only "A" in the class. This summer I took a five hr. Calculus I course and received a "B". I am currently taking Calc II and have the second highest score in class. I am working hard to change that!

I am currently considering retaking my Trig class. I am convinced that I missed too much valuable information in my previous class. The losses that have occurred from the ignorance of this instructor are too numerous to begin to count. It cost me my self-esteem and any confidence I had.

The positive side of this is that I have learned a valuable lesson. As a teacher I will know what not to do. I know that every decision in a classroom has an effect on someone and everything is to be taken into consideration. This instructor has cost me a lot but perhaps he has given me more. Time will tell.

Please consider carefully how you may help the Susans you meet and stamp out the creation of such stories.