NYC Gazette

Black employees make up 9 percent of the STEM workforce, which often leaves Black children without relatable role models in science. To explore the early science experiences of Black women in education, a researcher from New York University (NYU) delved into their stories, discovering that family support played a crucial role in nurturing their interest. Schools, however, offered limited formal science education or encouragement.

A qualitative study involved five Black women science teachers with over 15 years of experience. Through interviews and poetry, they shared their life and teaching experiences. The poems were addressed to their childhood selves to understand how reflection aids Black women science teachers in interpreting past experiences.

"Black girls, which includes those who attend under-funded public schools, deserve the opportunity to be science curious," said Alexis Riley, assistant professor at NYU Steinhardt School of Culture, Education, and Human Development. She emphasized the importance of supporting Black women science teachers through creative expression like poetry.

The study's findings are published in Science Education. Riley identified curiosity as central to the participants' science identities and persistence. Many teach in ways that address gaps they experienced themselves. Parental encouragement was also significant.

In their poems, themes emerged such as being "othered" in formal education spaces. Dr. Edwards wrote: "Thank you for loving science when people outside of home tried to deter you." Curiosity was another theme; Dr. Eaton penned: "The depth of curiosity that no one knew how to nurture." Familial support was highlighted by Dr. Evans: "You came from strong stock and your ancestors were always behind pushing you all the way."

Riley noted that Black girls' learning is often stifled in classrooms where questioning can be misinterpreted as disruptive behavior. She suggests curricula should allow space for exploration without punishment.

"For science teachers who desire to help their students be seen within the science content...they must consider frameworks of liberation and anti-racism," Riley stated.