I Should Know, I Once Was a Black Girl: The Positionality of Black Women Science Teachers to Engage Black Girls

Careers in science, technology, engineering, and mathematics (STEM) are essential to shaping the future, yet Black women remain significantly underrepresented, comprising less than 3% of practicing scientists, engineers, and doctorate holders in these fields (National Science Foundation, 2018). This study investigates the experiences and positional identities of Black women science teachers who engage Black girls, focusing on how these educators navigate systemic inequities while fostering empowerment and academic success. Using sista circle methodology, the research amplifies the voices of Black women science teachers, shedding light on their lived experiences, practices, and culturally responsive strategies that equip Black girls with critical thinking and life skills foundational for STEM success. Drawing on their resilience and personal experiences, these teachers disrupt deficit narratives by serving as mentors and role models, providing the guidance and inspiration necessary for Black girls to overcome challenges and pursue their academic and career aspirations. While not all Black girls may choose careers in STEM, equitable and empowering environments are vital to preparing them for any pathway they choose. The findings of this study highlight the critical role Black women science teachers play in addressing systemic barriers and shaping the academic and personal trajectories of Black girls, underscoring the urgent need for efforts to dismantle institutional bias, improve role model representation, increase access to STEM resources, and expand opportunities for growth. By fostering inclusive STEM learning environments, increasing representation of Black women science teachers, and providing supportive professional development and resources, schools can better inspire and mentor Black girls. Ultimately, this research emphasizes the transformative power of dialogical relationships in affirming the identities and abilities of both Black girls and women, illustrating how the work of Black women science teachers is central to creating a more inclusive and equitable STEM pipeline.