This article's main points were to practice the nature of science including evidence on societal issues that directly impact the lives of black and brown students. In addition, the article mentions cultivating learning experiences that embrace students. This means that we should advocate for inclusive education and maintaining a safe environment. Lastly, the article mentions breaking down structural and systemic inquiries in science education. 

How to Imagine Adopting This Strategy:

I imagine breaking down dated curriculum by exposing students to another perspective. We need to shine a light on BIPOC scientists and people in science that aren’t shown in white washed textbooks. We need to advocate for diversity in our curriculum and voice our appreciation for BIPOC scientists’ contributions to STEM. Moreover, I would like to take it one step further and encourage white colleagues to teach their students about the dark side of science and to show them the entire story, not just the one shown in countless textbooks.

Summary of Strategy:  

Our goal as educators is to make students feel comfortable in their learning environment and for them to connect with what we are teaching them. This article suggests that it’s pivotal for educators to disrupt anti-Blackness at an early stage of learning, preferably in elementary school. The way to do so is for teachers to maintain political clarity and redesign our choices in our textbook selections, assignments, and our overall curriculum design. 

How to Imagine Adopting This Strategy:

Though I’m not an elementary school teacher, I think it’s important to understand that what learners learn in the early stages stick with them. It’s hard to change your opinion on something that has been drilled into you since you were in elementary school. That’s why it’s essential to shift away from anti-Blackness and start teaching students in a different and more creative way. Have students explore their ancestors' contributions in science, mathematics, and technology. The more they are exposed to their history, the more likely they are to find a special connection to the content and enjoy learning.

Summary of Strategy:

“Anti Racist Opportunities in the Journal of Microbiology and Biology Education: Considerations for Diversity, Equity, and Inclusion” emphasizes a list of systemic changes for academic communities. This list involves exploring various ways to restore humanity and dignity, engage faculty (administrator, counselors, social workers, educators, etc.), consider academic and social language in verbal and written languages, consider the demographic, and consider identities. 

How to Imagine Adopting This Strategy:

This article was one of the most powerful ones that I have read because they want to acknowledge everybody in the room and want to cater specifically to people who have been marginalized and feel underrepresented. One way I imagine to adopt these strategies is to have female, Black, Latinx, Indian, and Indigeneous speakers who work in STEM fields come into the classroom and share their experiences. This will help elevate voices in the field of biology and stress the importance of diversity. Another notable strategy that I plan to use is to have students give feedback and if that feedback is negative or if it’s not as successful as I thought it would be, and revise my plans to cater students’ needs. 

Summary of Strategy:

This article was written in the prime of the pandemic and the BLM movement. It talks about how our old practices have reinforced notions that black people are “inferior” to whites and upheld the social stratification system of blacks and whites. Health inequities, the wealth gap, and resource inequity is due to centuries of America abusing minorities. This article tackles this problem by looking at an evidence-based approach. 

How to Imagine Adopting This Strategy:

 I would use the strategies highlighted in this article by comparing DNA of several racial groups to deconstruct the notion that someone is “inferior” or “superior”. Also looking at social constructs in an scientific-evidence based approach deconstructs the social hierarchy and eliminates the chances of using “us” vs. “them” language.

Summary of Strategy:

One of the key points that this article stresses is for educators to recognize and acknowledge race in the classroom. The author also uses the terms “attending” and “interpreting”. Attending means to become aware of a given phenomenon and interpreting means to make sense of that phenomenon. It’s important to address racial inequalities and increase awareness of racial phenomena, including racial inequities, power dynamics, and taking down stereotypes. 

How to Imagine Adopting This Strategy:

This article also resonated with my ideals and how to bring social issues into a STEM based classroom. We need to address race within the classroom at a young age for students to have a well-rounded identity. They also need to be made aware of their privileges. I as an educator want to observe the dynamics of the classroom and recognize disparities that some minority students might have. This could mean tutoring outside of the classroom to strengthen their skills, recognizing and acknowledging their activities outside the classroom, and being an attentive teacher that takes into consideration students’ struggles.