This volume presents the proceedings of the Fourth Conference for African-American Researchers in the Mathematical Sciences held at the Center for Research on Parallel Computation at Rice University (Houston). The included talks and poster presentations offer a broad perspective to the critical issues involving minority participation in mathematics. The issues explored are relevant not only to African American researchers, but also to the mathematical community in general. This volume is the second published by the AMS (see DIMACS series, volume 15) presenting expository and research papers by distinguished African American mathematicians. In addition to filling the existing gap on African American contributions to mathematics, this book provides leadership direction and role models for students.

This volume presents research and expository papers presented at the third and fifth meetings of the Council for African American Researchers in the Mathematical Sciences (CAARMS). The CAARMS is a group dedicated to organizing an annual conference that showcases the current research primarily, but not exclusively, of African Americans in the mathematical sciences, including mathematics, operations research, statistics, and computer science. Held annually since 1995, significant numbers of researchers have presented their current work in hour-long technical presentations, and graduate students have presented their work in organized poster sessions. The events create an ideal forum for mentoring and networking where attendees can meet researchers and graduate students interested in the same fields. For volumes based on previous CAARMS proceedings, see African Americans in Mathematics II (Volume 252 in the AMS series, Contemporary Mathematics), and African Americans in Mathematics (Volume 34 in the AMS series, DIMACS).

Since the first conference in 1995, significant numbers of researchers have presented their current work in technical talks, and graduate students have presented their work in organized poster sessions."--BOOK JACKET.

This volume contains contains research and expository papers by African-American mathematicians on issues related to their involvement in the mathematical sciences. Little is known, taught, or written about African-American mathematicians. Information is lacking on their past and present contributions and on the qualitive nature of their existence in and distribution throughout mathematics. This lack of information leads to a number of questions that have to date remainedunanswered. This volume provides details and pointers to help answer some of these questions.

Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement. These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.

This volume is put together by the National Association of Mathematicians to commemorate its 50th anniversary. The articles in the book are based on lectures presented at several events at the Joint Mathematics Meeting held from January 16–19, 2019, in Baltimore, Maryland, including the Claytor-Woodard Lecture as well as the NAM David Harold Blackwell Lecture, which was held on August 2, 2019, in Cincinnati, Ohio.

An in-depth look at the lives, experiences, and professional careers of Black mathematicians in the United States. Erica N. Walker presents a compelling story of Black mathematical excellence in the United States. Much of the research and discussion about Blacks and mathematics focuses on underachievement; by documenting in detail the experiences of Black mathematicians, this book broadens significantly the knowledge base about mathematically successful African Americans. Beyond Banneker demonstrates how mathematics success is fostered among Blacks by mathematicians, mathematics educators, teachers, parents, and others, a story that has been largely overlooked by the profession and research community. Based on archival research and in-depth interviews with thirty mathematicians, this important and timely book vividly captures important narratives about mathematics teaching and learning in multiple contexts, as well as the unique historical and contemporary settings related to race, opportunity, and excellence that Black mathematicians experience. Walker draws upon these narratives to suggest ways to capitalize on the power and potential of underserved communities to respond to the national imperative for developing math success for new generations of young people.

Tessellations, palindromes, tangrams, oh my! Women Who Count: Honoring African American Women Mathematicians is a children's activity book highlighting the lives and work of 29 African American women mathematicians, including Dr. Christine Darden, Mary Jackson, Katherine Johnson, and Dorothy Vaughan from the award-winning book and movie Hidden Figures. Although the book is geared toward children in grades 3–8, it is appropriate for all ages. The book includes portrait sketches and biographies for the featured mathematicians, each followed by elementary-school and middle-school activity pages. Children will enjoy uncovering mathematicians' names in word searches, unscrambling math vocabulary words, solving equations to decode interesting facts, using logical thinking to uncover magic squares, locating hidden objects on an “I Spy” page, and more! They will also read about the important contributions of Drs. Martha Euphemia Lofton Haynes, Evelyn Boyd Granville, and Marjorie Lee Browne, the first three African American women to receive doctoral degrees in mathematics. Other women profiled include contemporary mathematicians who will inspire today's children to become tomorrow's leaders. Women Who Count is a must-read for parents and children alike!

The astronauts, physicists, chemists, biologists, agriculture specialists, and others who have dedicated their lives to improving humankind's knowledge and understanding of the universe through science, math, and invention are.

The most recent addition to the Key Issues on Diverse College Students series bridges theory to practice in order to help student affairs and higher education professionals understand the needs and experiences of religious minorities on college campuses. Religious Minority Students in Higher Education explores existing literature and research on religious minorities on American college campuses, discusses the challenges and needs of religious minorities on campus, and provides best practices and recommendations. Providing a foundational, nuanced approach to religious minorities in the American college context, this important resource will help educators at colleges and universities promote religious pluralism and tolerance to support student learning outcomes and campus inclusion among students of diverse religious backgrounds.