Hinging Prejudices and Stereotypes in Mathematics

This paper develops a theoretical framework to better understand how implicit biases about social identity (e.g., gender, race, class, seniority, or institutional affiliation) may influence different stages of knowledge production. To do so, it makes use of hinge epistemology to describe how inter- (results of applications of mathematical rules) and extra-mathematical (e.g., stereotypes and prejudices) factors play a role in our mathematical practices and knowledge production. Accordingly, we will describe how these different factors confer or remove normative power from mathematical pieces in a broad economy of credibility. By doing so, we intend to unify two strands of hinge epistemology that have hitherto been separate: that of mathematical practices and that of testimonial justification. The upshot of this proposal is the development of a theoretical framework that enables more effective, appropriately informed measures to ameliorate both epistemic injustice in social contexts and epistemic harm within mathematics.