For Us, by Us: The Power of Black STEM Counter-Spaces to Foster Holistic Well-Being and Learning

Session Type: Symposium

Abstract

This symposium features five presentations that outline the impact, power and possibility of counter-spaces developed by Black scholars for Black learners studying science, technology, engineering, and mathematics (STEM) at various levels along the K-20+ continuum during the COVID-19 pandemic when social-distancing rules restricted in-person gatherings. Across these papers, the authors discuss the type of counter-space constructed, including the key social-cultural components of the learning environment, and how said components influence Black learners’ motivation and engagement in STEM. As well, these presentations also discuss the impact that creating counter-spaces in STEM had on their own holistic well-being as Black people operating within the oppressive, race-gendered culture of STEM. Implications for the development and implementation of Black STEM counter-spaces are provided.

Sub Unit

• SIG-Research Focus on Black Education

Chair

• Cailisha L. Petty, North Carolina A&T State University

Papers

• Centering Blackness: Implementing Space That Fosters Racial Justice and Radical Self-Care in STEM - Terrell R Morton, University of Illinois at Chicago

• Is It Really a Man's World? Navigating Being a Black Male in STEM - Angela M. White, Johnson C. Smith University

• Generating a Space to Target and Inspire Black and Brown GenZers in STEM - Nehemiah Mabry; Justin Shaifer

• Establishing Virtual STEM Counter-Spaces by Leveraging Community Cultural Wealth - Natalie S. King, Georgia State University

Discussant

• ReAnna S. Roby, Vanderbilt University