During a January 2018 Facebook post, Matthews expressed dismay over the election of Donald Trump, suggesting that the former president’s documented history of racist behavior and statements, which were supported by a significant segment of the population, posed a risk to societal values.
Matthews’ remarks were rooted in a broader critique of systemic racism in American institutions, drawing parallels between the historical oppression faced by Black communities and the persistent disparities in educational outcomes. In a paper co-authored with Pooja Sidney, Matthews and Sidney argue that these systemic inequities are not merely the result of individual failures but are embedded in the structures of the educational system itself.
The paper’s assertion that mathematics is ‘inherently violent’ toward Black students has sparked both controversy and discussion within academic circles. Critics argue that such a characterization may oversimplify the complex realities of education and could hinder efforts to develop effective solutions to the issues highlighted. Some educational experts suggest that the paper calls for a more nuanced examination of the factors contributing to achievement gaps, including socioeconomic status, access to quality education, and historical patterns of exclusion.
Matthews’ comments on the death of George Floyd in 2020, in which he questioned the legitimacy of using violence to address racial injustice, have also drawn scrutiny. While proponents of his views argue that such rhetoric is a necessary critique of systemic racism, others contend that it risks inflaming tensions and undermining efforts to find constructive solutions.
The university has emphasized its commitment to free speech and academic freedom, stating that it does not comment on the personal social media accounts of its faculty. However, the incident has raised questions about the boundaries of such expressions and their impact on the campus environment and public perception of educational institutions.
As the debate continues, educators and policymakers are being called upon to engage in thoughtful discussions about how to address the disparities highlighted in the paper while ensuring that all students have equitable access to educational opportunities.