Diversity and Inclusion Statement

As a mathematician whose research lies at the intersection of hyperkähler geometry and locally conformally Kähler (LCK) geometry, I have come to deeply value the interconnectedness of structure, transformation, and symmetry—not only in the mathematical frameworks I study, but in the human networks and academic environments in which I live and work. Just as complex differential geometry reveals rich interactions between local and global phenomena, so too does the pursuit of diversity and inclusion in academia depend on attending to both individual experience and institutional structure. My commitment to diversity, equity, and inclusion (DEI) is therefore both philosophical and practical, grounded in the belief that a truly flourishing mathematical community must reflect and support a broad spectrum of identities, experiences, and viewpoints.

Mathematics has long struggled with issues of representation and equity, and these challenges persist today. Women, people of color, LGBTQ+ individuals, people with disabilities, and those from economically disadvantaged backgrounds continue to be underrepresented at all levels of the mathematical sciences. These disparities are not merely statistical; they have profound implications for who feels welcome in our community, who has access to mentorship and opportunity, and whose contributions are seen and valued. As someone who has benefited from collaborative networks and interdisciplinary dialogue within the fields of complex and Riemannian geometry, I believe it is our responsibility as mathematicians to build a profession where all voices can be heard and all talents nurtured.

My research focuses on highly structured geometric spaces—hyperkähler and LCK manifolds—whose intricate properties emerge through the interplay of local and global geometry, complex structures, symplectic forms, and differential topology. These subjects require a deep engagement with abstraction, formalism, and elegance, yet they are also enriched by the diversity of ideas that arises from collaboration with others who bring different mathematical and cultural perspectives. I have found that my own understanding has been most significantly advanced not in isolation but in environments that celebrate a multiplicity of viewpoints and foster inclusive dialogue. This epistemic insight—that diversity is not incidental to mathematical progress, but essential to it—informs my commitment to fostering inclusive learning and research communities.

In teaching, I work to create classroom environments that are welcoming, intellectually rigorous, and attentive to the varied needs of students. I employ inclusive pedagogical practices such as universal design for learning, anonymous feedback mechanisms, and differentiated instruction to ensure that students from all backgrounds can engage meaningfully with complex material. In advanced topics like Kähler geometry, where students often encounter abstract notions for the first time, I encourage collaborative problem-solving and the formation of peer support networks. I also make space for reflection on the broader historical and cultural contexts of mathematical development, highlighting contributions from mathematicians of diverse backgrounds and exploring how systemic inequities have shaped access to education and recognition.

Mentorship is another cornerstone of my DEI work. I have mentored undergraduate and graduate students from underrepresented groups in mathematics, helping them navigate research opportunities, prepare for graduate study, and build confidence in their mathematical identity. In working with students interested in complex geometry, I emphasize process over perfection, framing mistakes as integral to discovery and inquiry. I also guide students in presenting their work at conferences and workshops, helping demystify academic culture and encouraging them to see themselves as contributors to ongoing mathematical conversations.

My commitment to diversity extends beyond individual mentorship to institutional and disciplinary service. I have served on DEI committees within mathematical departments and helped develop initiatives aimed at improving equity in graduate admissions, curriculum design, and faculty hiring. For example, I have advocated for the inclusion of DEI-focused questions in graduate applications—not as gatekeeping measures, but as invitations for applicants to reflect on their experiences and values, and for departments to recognize diverse forms of excellence. I have also participated in training sessions on unconscious bias and inclusive pedagogy, and worked with colleagues to revise departmental policies in light of these insights.

Outreach is a particularly meaningful aspect of my DEI engagement. I have volunteered with math circles and enrichment programs that serve students from underserved schools, where I introduce geometric concepts through accessible, hands-on activities that emphasize curiosity and exploration. I believe that early exposure to higher-level mathematics—particularly geometry, which can be visualized and experienced in intuitive ways—can open doors for students who might otherwise never encounter these subjects. In organizing and participating in such programs, I aim to demystify advanced mathematics and show that it is not the exclusive domain of a privileged few, but a creative and beautiful pursuit open to all.

I also support DEI in the broader mathematical community through my involvement in professional societies and conferences. I make it a priority to attend and present at meetings that foreground equity and inclusion, such as the Association for Women in Mathematics and the National Association of Mathematicians. I advocate for accessible conference formats, including hybrid and remote options, captioning, and childcare support, and I work to ensure that speaker lineups reflect the diversity of the field. In particular, I have supported efforts to bring greater visibility to scholars from historically excluded communities working in differential and complex geometry, a subfield that has sometimes struggled to diversify.

In all of these efforts, I aim to approach DEI work not as a checklist but as an ongoing process of reflection, listening, and action. I recognize that my own position within the academy comes with privilege, and I strive to use that position to advocate for systemic change while remaining accountable to those most affected by exclusion. I also understand that meaningful inclusion requires more than numeric diversity; it requires cultural transformation—creating spaces where all people feel respected, safe, and empowered to bring their full selves to their work. This ethos informs my approach to collaboration, leadership, and research.

Looking ahead, I am excited to continue integrating DEI into every facet of my academic life. In future roles, I hope to contribute to programs that support early-career scholars from underrepresented backgrounds, develop inclusive curricula in complex geometry, and engage in cross-disciplinary conversations about justice and representation in the sciences. I am particularly interested in initiatives that explore how mathematical aesthetics—our shared appreciation for elegance, generality, and structure—can intersect with ethics, accessibility, and social responsibility. I believe that complex geometry, with its intricate interplay of analytic and topological ideas, offers fertile ground for such integration.

Ultimately, I believe that the health of the mathematical enterprise depends on our collective willingness to challenge exclusionary traditions and imagine new, inclusive futures. Whether in research, teaching, service, or outreach, I remain committed to building a mathematical community that reflects the richness of the world we inhabit—a community where all people, regardless of background, can discover the beauty of geometry, experience the joy of problem-solving, and feel a true sense of belonging.

Statement on Academic Values and Merit-Based Principles

As a mathematician specializing in hyperkähler geometry and locally conformally Kähler (LCK) geometry, I hold a firm commitment to the principles of academic rigor, individual merit, and intellectual honesty. My approach to research, teaching, and mentorship is grounded in the belief that mathematics is a universal discipline, one that transcends demographic and cultural boundaries, and that our professional decisions should be guided by excellence, discipline, and the content of one's ideas—not by identity categories.

In both my research and teaching, I maintain a philosophy that is fundamentally color-blind and gender-blind. I view all students and colleagues first and foremost as individuals, each possessing unique intellectual potential and responsibility. My commitment is to support and challenge each person according to their abilities, their demonstrated effort, and their dedication to mathematical inquiry. The same merit-based standards apply in my collaborations, mentorships, and evaluations of scholarship.

While the broader academic culture has, in recent years, adopted approaches based on group identity and demographic representation, I believe that true fairness in academia requires resisting the politicization of academic evaluation. Affirmative action policies, while perhaps well-intentioned in origin, can sometimes obscure individual merit and create divisions that ultimately undermine public confidence in the objectivity and integrity of academic institutions. I support a return to policies that emphasize equal opportunity without preferential treatment—where all individuals are judged by their accomplishments, qualifications, and demonstrated excellence.

In the classroom, I strive to create an atmosphere of intellectual equality, where students engage with ideas without fear of ideological bias or identity-based expectations. Mathematical rigor does not privilege any background or ideology; it rewards precision, creativity, and persistence. By emphasizing these qualities and holding all students to the same high standards, I aim to foster a culture of achievement that is fair, inclusive in the truest sense, and deeply respectful of the academic mission.

In my own academic trajectory, I have been fortunate to work in diverse environments where mutual respect and dedication to shared inquiry took precedence over political or ideological categorization. I believe that universities flourish when they maintain institutional neutrality on political issues, allowing scholars to pursue knowledge and truth freely, without coercion or enforced consensus. I am committed to upholding this principle and contributing to a climate of intellectual pluralism.

Should I be appointed to a professorial role at your institution, I will remain steadfast in my support for merit-based hiring, evaluation, and advancement practices. I will mentor students with a focus on individual talent and work ethic, without regard to race, gender, or other extraneous categories. I will support open, respectful dialogue and resist any institutional pressures that would compromise fairness, scholarly standards, or freedom of thought.

I appreciate the opportunity to join a university that values academic excellence, open inquiry, and individual responsibility. These values are deeply aligned with my approach to mathematics and my broader vision of a university as a place where knowledge is pursued freely, and achievement is earned, not assigned.

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