I See You: How Black Womxn See and Speak to the Curricula Brilliance of Black Girls in STEM

Session Type: Symposium

Abstract

Drawing upon a rich array of epistemologies and ontologies central to considering their lives as Black womxn invested in expanding the intellectual contributions of Black womxn & girls in STEM, these papers do the work of disrupting dominant narratives within the context of STEM discourse that often time erase Black womxn and girls as authors of STEM knowledge OR diminish their contributions. The authors leverage photo, memory, poetry and more to highlight how scholars may consider the theoretical prowess of Black womxn and girls. In doing so, they demonstrate the ongoing need to re-imagine science education for and with Black girls and Black Womxn while honoring their intellectual brilliance.

Sub Unit

• Committee on Scholars and Advocates for Gender Equity in Education

Chair

• Natalie S. King, Georgia State University

Papers

• The Development of the Culturally Sustaining Science Curriculum Lotions and Potions: Science Through Hair Care - Rasheda Likely, Kennesaw State University

• I Didn't Know I Needed This: Self-Healing for Black Womxn as Informal STEM Educators - Ti'Era Worsley, University of North Carolina - Greensboro; Reanna S. Roby, Vanderbilt University

• A Case for Afrofuturism as a Curricular Approach for Black Girls in STEM - Jordan Larissa Henley, University of Georgia - Athens

• Black Girl Place-Making in STEM: Using Artistic Expression as a Form of Gendered-Racial Pride - Whitney N. McCoy, Duke University; Marketa Burnett, University of North Carolina - Chapel Hill

Discussant

• Monica Ridgeway Miles, Physician Assistant Education Association