Profile: Mónica D. Morales-Hernández

1. What is your current role as a mathematician?

I was recently promoted to Associate Teaching Professor, (effective September 1st, yay!). My role as a mathematician extends beyond teaching or research. Every day, I strive to create spaces where people of all backgrounds feel welcome, valued, and empowered within the mathematical community. Since I work at a Liberal Arts institution, I teach a wide variety of classes but the ones I enjoy teaching the most are entry level classes where I can teach students with a diverse mathematical background. I do research on numerical analysis, data science, math education and on the impact of pop culture on mathematics. 

2. What inspired your love for mathematics and the maths community?

As I advance in my career, what inspires my love for mathematics continues to evolve. When I was an undergraduate student, I dreamed of becoming a physicist. However, my university did not offer a physics major, so I chose mathematics instead. What began as a practical decision slowly grew into a deep and lasting love for the subject.

Over time, I became increasingly aware that mathematics is a field that remains inaccessible to many. There are significant barriers, both structural and cultural, that prevent people from thriving in mathematics, especially those from underrepresented communities or those who have been told they do not belong. As a result, my passion has grown into a commitment to make mathematics a more accessible, inclusive, and welcoming space. I pursue this by actively engaging in research, continuously working to improve my teaching practices, and contributing through my service in the Association for Women in Mathematics. I am inspired by the opportunity to help others discover that mathematics can be a place where they belong, where their voices matter, and where they can see themselves reflected.

3. What do you enjoy most about your role?

What I enjoy most about my role is the opportunity to work with people from many different backgrounds, both in mathematics and in culture. I feel grateful to be able to teach students from all over the world and to collaborate with mathematicians across the globe. This happens not only through class preparation and research but also through mentoring, which is one of the things that matters the most to me.

I also love that my role allows me to explore mathematics through different lenses that help make it more welcoming and accessible. For example, I have assigned modeling problems where students not only focus on mathematics but also on social justice. I have used pop culture to break down barriers and invite students into the world of math. I have incorporated BTS, the South Korean pop group, to do data science research and creative writing (link), and I have used memes to make lectures feel less intimidating, I have incorporated creative writing into my teaching by transforming the traditional mathematics exam into an engaging Dark Academia narrative. In this format, students take on the role of protagonists who solve mathematical puzzles, which are the exam questions, in order to gain wisdom represented by their midterm grade. Some students were really inspired by this!

4. What are some common misconceptions about mathematics you'd like to challenge?

One of the most common misconceptions about mathematics that I want to challenge is the so-called genius complex. For many decades, and I would even say centuries, society, academia and pop culture through books, movies, TV shows, and other media have shaped an image of what a mathematician is and who can do mathematics. This image tells us that only the gifted or the geniuses belong in mathematics. It makes people believe that if mathematics does not come easily to them, then they are not good enough for the field.

In my daily work as a teacher, researcher, and mentor, I actively fight this misconception. I try to help others become aware that this is a stereotype deeply ingrained in our minds and in our mathematical culture. I believe we must work together to change it. I want students and people in general to understand that mathematics is not about being born with a special gift. It is a skill that can be developed over time with practice, patience, and support. (link)

5. What defines you beyond maths? (e.g., hobbies, interests, passions)

Beyond mathematics, I am defined by many things that bring me joy and meaning. My family and my Mexican culture are at the heart of who I am. I am an avid reader and passionate about art. I love painting and have taken art history classes to deepen my appreciation for it. I have visited over 100 museums and art galleries. I am always excited to find new places where I can go and take my red haired mini dachshund, Suga, with me. I also love hiking and spending time at the beach, where I can connect with nature and recharge.

Pop culture is another part of me, especially as a proud BTS ARMY. I find a lot of inspiration in their music and message. I love Namjooning, as we say in the fandom, which means taking time to enjoy nature, art, and quiet reflection. I am learning to play the piano, and I cherish opportunities to travel and explore new ideas. These passions remind me every day that there is so much beauty in the world beyond mathematics.

6. Do you have any role models or favourite quotes that inspire you?

As a Mexican academic, one of my role models is Dr. Maricela Becerra. Although she is not a mathematician, she is an exceptional scholar whose work inspires me every day. I aspire to one day integrate my cultural heritage into mathematics as meaningfully as she does in her own field. I also draw inspiration from Kim Namjoon, whose philosophy of lifelong learning, personal growth, and courage in standing up for one’s beliefs resonates deeply with my journey as both a professor and researcher.