Black Women Science Teachers, Our Pedagogy, and Our Experiences

Session Type: Symposium

Abstract

As former high school science teachers and now early career science education researchers, we bring our identities as Black women scholars to our work on Black women science teachers into the conversation. We confront the realities of science education for Black women today and engage in freedom dreaming for what science education can become. We present three papers: a liberatory framework developed from Black women science teachers' practices called Historically Relevant Science Pedagogy, Black women’s experiences in science education, and the necessity of community with Black women for Black women science teachers. The session chair, also a former high school science teacher and mid-career Black science teacher educator, will guide a conversation and attendees will engage in reflection and conversation.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 03: Teachers’ Lives, Identities, and Journeys

Chair

• Felicia Moore Mensah, Teachers College, Columbia University

Papers

• The Racialized Gendered Experiences Black Women Science Teachers Endure Within and Outside of the Classroom - Olayinka Mohorn, University of Memphis

• The Necessity of Community Among Black Women Science Teachers to Persist in Science Teaching - Jordan L. Henley, Gwinnett County Public Schools

• Historically Relevant Science Pedagogy: Learning From Black Women Science Teachers and Their Antiracist Teaching - Alexis Riley, New York University - Steinhardt