The second article I have found is based completely around creating an anti-racist classroom. While it is rather short it includes three ways science teacher can begin to include anti-racist discourse within their classes. These ways are, creating a culture of discourse on social justice, cultivating a learning experience that embraces each of your student identities, and dismantling structural and systemic inequities in science education. These tips are all one would need to create an anti-racist environment for teaching. The discourse can lead to hearing from POCs voices which are usually silenced, cultivating learning experiences to embrace your students identities will not only help to include all peoples when speaking of scientific accomplishment, but will enrich students by letting them learn things they wouldn't learn in a usual science class, Last the the dismantling of structural and systemic inequities creates ally ship between all students against the racist practices seen in sciences.

The strategy presented within this article was exactly what I needed to see. A classroom with discourses around the topic of race itself, focuses on scientists of all backgrounds, and encouraging the dismantling of inequities within America. Adopting this strategy I believe would be rocky at first as students would be afraid to start a discourse on the topic of race, but eventually students would begin to open up leading to great conversations about race, kind of like how this class was I feel as if the fear of talking about race held many of us back in the beginning, but led to a more enriching class once everyone began to speak up. I also believe that this strategy would be more enriching not only for myself as a teacher, as usually in science classes you will find white scientists being talked about with little mentioning to any contributions of POC in the scientific community which would help me learn more about the parts of the scientific community I had been sheltered from when I was in school.

https://www.nsta.org/blog/building-anti-racist-science-classroom 

What I'm talking about with this paragraph is not an article, rather an entire unit planning on anti-racist teaching in biology. The point of the unit is not only to speak on how race is a social construct rather than a biological fact, but also to unpack social constructs that make racism still present in our society. The lessons start with questions from students about race, but lead into my heavy topics such as implicit bias and health inequities. All lessons no matter how heavy will help lead to a more anti-racist society as it teaches students about how racism still affects them and all of their peers.

The adoption of this lesson plan to a class of my own I feel would yield incredible results. I would be able to teach my students about their own personal biases and how these are not always formed by our own conscious mind and how we can work dismantle our biases, and avoid the creation of new ones. Reading each lesson itself already feel myself becoming more educated on the topic of race within biology. However, it isn't me that these lessons are for; in a future class, I could see myself using these lessons as a basis for starting an impactful discussion on race within our classroom. Using the lesson on implicit bias to talk about overcoming my personal biases and how I learned to avoid creating them, the lesson of race and genetics to discuss how race has nothing to do with genetics and everything to do with society, and the lesson on health inequities to talk about the underperformance we have seen with doctors while working with patients of color. Overall I feel this lesson is a great introduction for students to learn about social justice. 

https://www.fredhutch.org/en/about/education-outreach/science-education-partnership/sep-curriculum/race-racism-genetics.html 

This article is based specifically around the harmful nature of our genetics education. What is meant by this is that in biology classes section on genetics the fact that we stray away from race can be harmful to society leading one the quote " Genetics education needs to move beyond Mendel to combat white supremacy". While it seems strange to say that our teaching style of genetics is causing white supremacy it's true, the silence of the biology department in regards to race within our genetics lesson is helpful to white supremacy in our nation. This is due to when it is not taught that there is no genetic variation between racial groups and that race itself has nothing to do with biology students will begin to form prejudices based on their own lack of education. These prejudices can be stopped before they are formed if we approach our teaching of genetics to include race and how it is irrelevant. Teaching about race within genetics helps to prevent kids from believing misconceptions about race at a rate of five children per class.

Using this article and adopting its ideologies in the classroom can be done rather easily, by splitting genetics into two sub-categories, Mendel and misconceptions, while in the first unit children will be taught about the general information of genetic, the second can be used to talk about genetical misconceptions especially about race. Using this strategy to deal with race would lead to a class with social justice in mind when dealing with race or hearing about misconceptions. During the misconception sub-category, I would also bring up ways to correct those who make incorrect comments in healthy ways, pushing further the education of people, leading to a society where the difference between, race and genetics are shown.

https://bscs.org/our-work/rd-programs/towards-a-more-humane-genetics-education/ 

I feel it's rather obvious why this article intrigued me, but it still included strategies I would like to discuss. This article talks about the reason white science teachers are needed in the fight for anti-racist teaching. It begins by stating something no other article about anti-racist teaching in biology that I have seen has said, "Becoming an anti-racist teacher starts with the hardest work: working on yourself". This statement is so powerful and it surprises me that no other article has mentioned it. In order to teach something, you must learn it, and that applies to anti-racist teaching. After this, the article begins discussing how to become an anti-racist teacher, through means of addressing the fact that the classroom was made to operate under white cultural norms and work to fix that, not ignoring race or being "colorblind" as this is harmful to the marginalized people and their experiences. This leads into the actual teaching aspect of anti-racist teaching in which white science teachers are told to think critically about their lessons and ask questions like "What beliefs are present/perpetuated about who gets to do science?", "What beliefs are present/perpetuated in science about race and cultures?", and "Are the opportunities to insert anti-racist lessons into our science class?". An example of this can be through addressing the racism of Watson one of the men who discovered DNA and used his finding to justify his prejudices.

Adopting this strategy in a future class could be done precisely as the article has said. Reviewing and working on myself to prepare myself to work with anti-racist topics. Educating myself on the injustices done to POC within biology and then thinking critically about my lessons and how to apply anti-racist topics or talk about how racism affected certain topics in general. One that immediately came to mind it Henrietta Lacks, a woman of color whose cells were taken without consent and are still being used today to conduct medical research 70 years after she has died. The exploitation of this woman of color without her consent is an injustice that is still going on today. Being able to tell my students this during a lesson on cells would promote anti-racism while not straying away from the topics we have at hand and hopefully would lead us to a better, more educated, anti-racist society.

https://www.nsta.org/blog/white-science-teachers-heres-why-anti-racism-includes-you