Steering Clear of the Dead: Avoiding Ancestors in the Moquegua Valley, Peru: Steering Clear of the Dead
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null (Ed.)Abstract Large carnivores have experienced considerable range contraction, increasing the importance of movement across human-altered landscapes between small, isolated populations. African wild dogs ( Lycaon pictus ) are exceptionally wide-ranging, and recolonization is an important element of their persistence at broad scales. The competition-movement-connection hypothesis suggests that adaptations to move through areas that are unfavorable due to dominant competitors might promote the ability of subordinate competitors (like wild dogs) to move through areas that are unfavorable due to humans. Here, we used hidden Markov models to test how wild dog movements were affected by the Human Footprint Index in areas inside and outside of South Luangwa National Park. Movements were faster and more directed when outside the National Park, but slowed where the human footprint was stronger. Our results can be directly and quantitatively applied to connectivity planning, and we use them to identify ways to better understand differences between species in recent loss of connectivity.more » « less
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BACKGROUND. Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. METHODS. Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty’s perceptions of instructional events. FINDINGS. Our analysis revealed two dominant discourses: (i) Race and gender are insignificant social markers in undergraduate calculus; and (ii) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We also highlight how faculty dysconsciousness in reports of instructional practices reflect potential operationalization of dominant discourses that reinforce colorblind racism. CONTRIBUTION. With limited research on faculty perspectives on racial equity in mathematics, our study documents how color-evasive, gender-neutral discourses among mathematics faculty shape orientations to instruction that reinforce the gatekeeping role of calculus in STEM higher education. Implications are provided for race- and gender-conscious undergraduate mathematics instruction and faculty development.more » « less
