About Us

Abbe Herzig, PhD

Abbe Herzig is a statistician and mathematics educator. Her research documented successful practices and policies supporting equity and diversity in graduate mathematics education. She has provided mathematics faculty from across the U.S. with evidence-based professional development on equitable practices, online teaching, creating inclusive classrooms, and mentoring. 

Abbe currently teaches at Sarah Lawrence College and at the Bard Prison Initiative. She advised the American Association for the Advancement of Science on developing tools for academic STEM departments, professional societies, and institutions to assess and address the impacts of their practices and policies on diversity, equity, and inclusion. Previously, she served as the Director of Education at the American Mathematical Society and was on the faculties of the School of Education at the University at Albany and the Graduate School of Education at Rutgers University.

Her experience in qualitative and quantitative research includes designing experiments, surveys, focus groups, and ethnographic studies; collecting, analyzing, and interpreting qualitative and quantitative research data; and effective communication of research results to scientists, attorneys, policy makers, and consumers. 

Abbe has a PhD in Curriculum and Instruction from the University of Wisconsin-Madison and has master’s degrees in statistics (Yale University) and mathematics (University of Wisconsin-Madison). She is a trained facilitator of the Entering Mentoring curricula series from the Center for the Improvement of Mentored Experiences in Research (CIMER) at the Wisconsin Center for Education Research. She is a four-time graduate of U.S. Space Academy.

Aris Winger, PhD

Aris Winger is an associate professor of mathematics at Georgia Gwinnett College. His current work centers around creating spaces where marginalized groups feel a sense of belonging in mathematics and STEM. His current areas of interest and research include Equity in mathematical spaces, culturally responsive teaching, and social justice mathematics. He is a co-author of the book series Advocating for Students of Color in Mathematics currently serves as the Executive Director of the National Association of Mathematicians. 

Aris has led numerous professional learning workshops and around the United States, working with educators and administrators at all levels. These experiences compelled him to open a school, Hybridge Academy, a non-traditional accredited school in the greater Atlanta area serving marginalized middle and high school students, of which he is a Co-Founder and Co-Director. He currently serves as the Executive Director of the National Association of Mathematicians.

A native of Washington D.C., he is a graduate of Howard University (B.S. in Mathematics) and Carnegie Mellon University (M.S. and PhD in mathematical sciences).  

Read more about Aris at Mathematically Gifted & Black. 

Herzig, A. H. (2025). Goals for achieving diversity in mathematics classrooms. Mathematics Teacher: Learning and Teaching PK-12. 118(7).  577-583. 

Dorff, M. & Herzig, A. (2022). COME-IN: Resources for Assessing and Improving EDI Efforts in Mathematics and Statistics Departments. MAA Focus, Jun/Jul 2022, pp. 22-24.

Herzig, A. & Steinthorsdottir, O. (2020). Cultural influences in mathematics education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education, 2nd Ed. Springer, Cham: Berlin.  https://doi.org/10.1007/978-3-030-15789-0 

Herzig, A. (2006). “I just didn’t see that I had a place in the old white guy’s club”: How can women and students of color come to belong in graduate mathematics? In J. Byzinstinsky & S. R. Bird (Eds.). Removing Barriers: Women in Academic Science, Technology, Engineering and Mathematics (pp. 254-270). Bloomington: Indiana University Press.

Herzig, A. (2004). “Slaughtering this beautiful math”: Graduate women choosing and leaving mathematics. Gender and Education, 16(3), 379-395.

Herzig, A. (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review of Educational Research, 74(2), 171-214.

Herzig, A. (2002). Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics, 50(2), 177-212.

Winger, A., Young, M., Stovall, I., Badertscher, E., Gates, M., MacDowell, U., & Sword, S. Mathequity Hours: Fostering Wholeness in a Mathematics Learning Community. Gutierrez, R., and I. Goffney (Eds.), Annual Perspectives in Mathematics 2018: Rehumanizing Mathematics for Black, Indigenous, and Latinx Students  Reston,VA: NCTM.

Young, M., Sword, S., Winger, A. MathEquity: Focusing on the Intersection of Mathematics and Equity. Acknowledging our Role in Education Debt: Looking to Transform School Mathematics for Learners of Color. Reston,VA: NCSM. 

Contreras, N., Dawkins, P.C., Guajardo, L. et al. Humanizing Proof-based Mathematics Instruction Through Experiences Reading Rich Proofs and Mathematician Stories. Can. J. Sci. Math. Techn. Educ. (2025). https://doi.org/10.1007/s42330-025-00354-4 

Read and Rectify: Advocacy Stories From Students of Color in Mathematics. Editors. Pamela E. Harris and Aris Winger. CreateSpace 2022

Practices and Policies: Advocating For Students of Color in Mathematics. Editors. Pamela E. Harris and Aris Winger. CreateSpace 2021.
Asked and Answered: Dialogues On Advocating For Students of Color in Mathematics. Pamela E. Harris and Aris Winger. CreateSpace 2020