By Dr. James Holly, Wayne State University — The Conversation US — 8 June 2021
Black people make up just 9% of the STEM workforce in the US, despite representing a larger share of the broader workforce. STEM education in its current form pushes Black students away instead of addressing the racial and socioeconomic problems within STEM classrooms. Research has shown that teachers frequently question the intellectual ability of Black students and prevent them from using their cultural worldviews, spirituality and language in STEM learning settings. Three changes could help.
First, talk about Black excellence — not just a few exceptional individuals, but varied examples of successful Black scientists, technologists, engineers and mathematicians including local residents and family members of students. Second, emphasise social skills alongside technical skills: STEM professions require both, and Black-centred design allows students to use their cultural knowledge to provide scientific solutions to problems in their own communities. Third, teach with sociopolitical awareness — educators should design enjoyable exercises that prompt students to use STEM knowledge to solve problems relevant to their lives, using their own communities as spaces for STEM learning. Black identity and culture should be seen as an asset to STEM education and careers.