When We Build Together: Supporting Black STEM Majors’ Transformation Into STEM Educators

• In Event: Bridging the Gap: An Afrofuturist Vision for STEM Education

Abstract

This qualitative case study explores the Transformative and Innovative Practices in STEM Education (TIPS) program, designed to recruit and support Black STEM majors in exploring teaching. Grounded in social capital and community cultural wealth frameworks, the study examines how mentorship, cultural identity, and experiential learning influence participants’ development. Data from surveys, reflections, and focus groups reveal that culturally affirming mentorship and hands-on teaching experiences fostered participants’ confidence, self-efficacy, and evolving perceptions of teaching. Participants reported a stronger sense of belonging and new or renewed commitment to education. Findings highlight the power of asset-based, community-centered approaches in supporting Black students’ identity development and career exploration, offering a replicable model for diversifying the STEM teacher pipeline and advancing racial equity in education.

Authors

• Tabora Johnson, Medger Evers College - CUNY

• Salika A. Lawrence, SAL Consulting, LLC

• Chiyedza Small, Medgar Evers College, City University of New York