Science Teacher Identity, Antiblackness, and Teacher Pedagogical Choices

• In Event: Sheraton Roundtable Session 17
  In Roundtable Session: Race, Politics, and Teacher Identity: Reflecting on Professional Learning and Practice

Abstract

Matias and Lou (2015) argue that content on race and racism are excluded from teacher education programs, which consequently mediates the ability of schools to deal with such issues in the classroom. Lack of conversations on race and racism can be exacerbated in the science classroom wherein the notion that science is objective is reproduced leaving little space for seemingly subjective matters. Thus in a segregated school system such as New York City, who has access to science classes falls along racial lines (Kelly & Sheppard, 2009), meaning that minoritized populations, specifically Black students, do not have equal opportunities to participate in science. The purpose of this paper is to examine how science teacher identity and teacher pedagogical choices mediate the experiences of their minoritized student population in their science classroom.

This work is guided by BlackCrit (Dumas & Ross, 2016) and teacher identity theories (Olsen, 2008). BlackCrit provides the lens through which the specificity of anti-Blackness in the science classroom can be examined. Using Clandinin, Downey, and Huber’s (2009) theorization of teacher identity as narrative allows for the examination of key moments from both personal and professional experiences that have shaped teacher science identity. Additionally, the work of Avraamidou (2014) allows for the examination of factors that both shape science teacher identity as well as factors that influences teacher pedagogical choices as it relates to the racial demographics of their students. These theories enable for a deeper examination into the science opportunities provided Black students when teacher pedagogical choices collide with anti-Blackness.

This paper is based on semi-structured interviews conducted with middle and high school science teachers. Two teachers who experienced anti-Blackness in different ways are used for the focus of the study. Preliminary findings indicate that 1) antiBlackness mediates the experience that Black students have in their science classroom 2) science teacher identity mediates pedagogical choices, but anti-Blackness within school culture determines if teachers can enact the choices they want. These findings make clear the need for teacher education programs, as well as administrative preparation programs to not just incorporate race and racism into the curricula, but also address anti-Blackness.

Author

• LaToya Strong, The City University of New York