Although talking about math may cause flashbacks of your high school days, there is no denying that it is has led to countless innovations and the betterment of society. One social justice warrior professor claims, however, that the subject is an “unearned” talent that perpetuates white privilege and creates microaggressions towards supposedly inept minorities.
A mathematical education instructor at the University of Illinois, Dr. Rochelle Gutierrez, argues that algebra and geometry symbolize “unearned privileges” by Caucasians, as documented in a newly published book from Western Michigan University. She believes minorities experience “microaggressions” when participating in arithmetic courses, where individuals are “judged by whether they can reason abstractly.” 
Idiocy or Irony?
She goes on to state that teaching the Pythagorean theorem, which Wolfram notes to be the most fundamental geometrical component, is discriminatory because the founder of the concept was a European.
Is it not quite ironic for the college-educated Hispanic woman to infer that non-whites are hypersensitive and incapable of abstract thought? Undoubtedly, Gutierrez is propagating misleading and prejudiced statements. As a college lecturer, she is more than qualified to research current scientific analysis on whether intelligence inherently differs due to ethnicity. However, it seems that she wishes to regress society and go back to the times of phrenology when the shape of one’s cranium was believed indicative of IQ and used to label specific groups as lesser races, as explained by Vassar College. For this reason, I shall present accurate findings on ethnicity and IQ for our readers.
Are numerical competencies dependent upon one’s culture? According to the Public Library of Science, there is no evidence to support an existence of generalized neurobiological dissimilarities between ethnicities. Although the brains of various individuals may somewhat contrast due to genetics and environmental factors, the culprit is not race.
It is quite demeaning and scientifically fallacious for Gutierrez to presume that non-whites are inherently hypersensitive and mindless. All ethnicities are equally capable of mathematical skill.
The Students’ Opinion
One could only imagine the misconceptions spread in her classroom. In fact, I decided to peruse her score on Rate My Professor, a site frequented by the savvy collegegoer to evaluate lecturers before taking their courses, which displayed Gutierrez’s ghastly rankings. One pupil from April of this year assessed her as “awful” and wrote:
“Dr. G professes social justice as a constant practice, and stemming from the understanding of other’s circumstances. She takes student suggestions but is condescending while practicing them.”
Another agreed:
“Professor Gutierrez was entirely unhelpful and provided little clarity on anything. She does not respond well to student criticisms.”
A further thirty-eight colleagues gave each of the commenters “thumbs up,” representing mutual dislike towards the lecturer’s social justice warrior teaching style.
Dedication, Not Indoctrination
As a Puerto Rican neuroscience student, I can certainly assure that minorities are more than capable in mathematics. What SJWs must begin to realize is that we are all humans and it does not matter whether the founders of arithmetical proofs were European, Asian, or African.
What matters is that the founders were highly devoted individuals: and that is a truth that should inspire us all in accomplishing our endeavors. Facts are not offensive, and race cannot limit intelligence in contrast to professor Gutierrez’s far-left bigoted beliefs.
