Dr. Nicole M. Joseph is an assistant professor of mathematics education in the Morgridge College of Education at the University of Denver.
Dr. Joseph holds a PhD in multicultural and mathematics education from the University of Washington, where James A. Banks served as her dissertation chair. She also had the privilege to study with seminal scholars such as Dr. Geneva Gay, Dr. Nancy Beadie, and Dr. Ilana Horn (now at Vanderbilt University).
Her current research includes examining the mathematics education of Blacks during segregation, 1854 - 1954 at 25 Historically Black Colleges and Universities accross the U.S. More broadly, her research interests include issues of race, class, and gender in mathematics education, with a particular focus on Black girls.
Dr. Joseph's work is founded in the tenet of education as liberation. She utilizes critical theoretical frameworks to understand the historical, social, cultural, and political nature of mathematics teaching and learning in the U.S. and its role in perpetuating dominant ideologies.
Dr. Nicole M. Joseph got married on August 10, 2014 and is no longer publishing under Nicole M. Russell.
My research is about advancing equity and social justice for Black
females with a particular focus on mathematics education. I have lead
several research efforts and projects regarding this interest.
Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom. It functions as an analytical tool, scaffolding exemplary examples to inspire readers to engage in the complex and difficult work of assessing their own racial consciousness and teacher effectiveness. White pre-service teachers in STEM education rarely see the importance of the link between race and the teaching and learning of mathematics, in part because the White faculty who are teaching these subjects rarely engage in the study of racial projects in STEM. From this perspective, the authors of this book contend that the classroom is a racialized environment that, if not addressed, can reproduce racial structures and hierarchies in cyclical ways.
History of Mathematics and Science Education of Blacks, 1866 - 1954
This is a project that is currently being funded through a PROF grant from the University of Denver and now the Spencer Foundation through the National Academy of Education. This is an examination of the mathematics content and learning expereinces of African Americans mainly in the South during dejure segregation.
I am examining primary sources from 25 different Historically Black Colleges and Universites. Below are some pictures of my research travel.
College Aspirations Readiness and Empowerment (CARE) for Adolscent Black Girls is a project that brought 45 8th, 9th, and 10th grade African AMerican girls from Cherry Creek School District to DU. It was a collaborated effort with Dr. Lori D. Patton, Associate Professor and many other departments at DU including Natural Sciences and Matheatmics faculty and the Center for Multicultural Excellence.
It was a day filled with workshops that focued on STEM and Empowerment. Take a look at the program. We conducted a pre and post survey of the young ladies' college aspirations and readiness. We are in the process of analzyzing this data.
ESEA Grant: Mathematics & Science Leadership Institute
The MSLI institute was a project that I was co-PI on with Dr. Kent Seidel, Associate Professor of Educatinal Leadership and Policy. I lead the mathematics design team. To learn more about this work, go to our MSLI portfolio at https://portfolio.du.edu/pc/communityport?uid=24798
I approach my courses as a transformative educational scholar. I am interested in how graduate students of education can build consciousness, knowledge, and ideological foundations to transform the educational experiences of all students in our increasingly diverse nation.
As your instructor, I will do my best to create an environment where all students have an opportunity to share their thoughts and ideas. I am not interested in having all of us think similarly; I am more interested in exploring differences and the cultural ramifications and beliefs behind our differing opinions. I am not afraid to have difficult conversations. My one requirement is that all students are heard and respected.
In view of the fact that students learn in different ways, I take different approaches in presenting/facilitating the information—readings, large and small group discussions, and use different types of media. In this way it is my goal that ALL of my students are able to leave the course feeling successful.
A few challenges that I pose to students who take my couses as well as myself are to:
Here is a sample syllabus below.
This was a hybrid course. Hybrid means that we meet F2F and online.
The video below is a welcome message that I use for my hybrid and online courses.
This video below is demonstrating one way in which I enhance the learning experience of my graduate students by co-constructing classroom norms.
SISTAH NETWORK at University of Denver
The Sistah Network is a group of current Black women from doctoral programs and faculty accross DU. This group of women come together to support Black graduate females in doctoral programs. The mission is to provide academic opportunities for formal professional development (i.e. mock defenses and job talks), accountability structures (i.e. creating timelines for graduation), and paper or conferenceproposal development. We are documenting the effectivenss of this affinity network group through an action research project. Currenlty, we have over 90 women involved in this needed work.