Modeling Vulnerability: Confronting White Supremacy in Our Mathematical Policies, Practices, and Ourselves

School districts’ anti-racist efforts often fail to consider the prevailing culture in which this work is situated: one of whitesupremacy. In this piece, we detail efforts of district-level mathematics leaders to engage building-level leaders in thenaming, critically reflecting on, and finally taking action to redress racism in mathematics policy and practice. We shareconcrete examples of how the characteristics of White Supremacy Culture (WSC) and the levels of racism are at play indecisions around assessments, curriculum pacing guidelines, and course pathways. We hope our story will inspire others toengage leaders in reflection about their role in challenging long-standing inequities and actualizing anti-racism.