“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”: Exploring Perceptions of Self as Science-Doers Using the Black Love Framework

This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions and Potions: Science through Black Hair Care curriculum, which uses a culturally sustaining approach, allowing students to respond flexibly in assessments. This approach enables students to participate fully in science practices without needing to conform to dominant cultural norms. Our findings highlight the benefits of culturally sustaining assessments that foster student voice, support diverse sense-making, and challenge exclusionary norms in science education. By positioning students as active knowledge builders who can draw on their cultural identities, such frameworks offer a more inclusive, empowering science learning experience. Future research will expand this model by refining pedagogical practices and curriculum design, particularly through culturally relevant applications of NGSS Science and Engineering Practices (SEPs) to further inclusivity in science and engineering education.