From Bench to Classroom: Navigating the Transition of Black Engineering and Science PhD Holders to Middle School Educators

Research has highlighted scientist–teacher partnerships as pathways for expanding equitable STEM (science, technology, engineering, and mathematics) education, yet little is known about how Black STEM postdoctoral scholars experience transitions into K–12 classrooms. Guided by Situated Learning Theory, this narrative study examined the experiences of three Black STEM postdoctoral fellows participating in school-based partnerships. Findings revealed that researcher identities shaped classroom engagement, institutional and pedagogical barriers constrained participation, and fellows leveraged their racialized experiences as cultural brokers to support Black and Latiné students. The study contributes to urban STEM education scholarship by demonstrating the conditions that support equitable scientist–teacher partnerships and educational access.