How Theory Informs Practice

A Panel Analysis on Developing a Black Utopian STEMM Education

Bibliographic Data

ID6417405
AuthorsTi’era Worsley (0000-0003-4274-5820, Northern Virginia Community College, corresponding author), H R Matthews (0000-0001-6423-3952, Dalhousie University), Pemberton Cyrus (Dalhousie University)
Year2025
Volume25
Issue2
Pages588-598
Publication date2025-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCanadian Journal of Science Mathematics and Technology Education (JOURNAL)
Journal identifiersISSN: 1492-6156 • E-ISSN: 1942-4051
PublisherSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s42330-025-00383-z
OpenAlexW4413939304
LanguageEN
References cited22

This panel analysis delves into the challenges faced by K-12 Black youth in traditional STEMM (science, technology, engineering, math, and medicine) education spaces in Canada and the United States. We examine the historical lack of access to STEMM opportunities and mentorship for Black youth. To address these disparities, we examine both formal and informal learning environments within Canada and the United States. This paper advocates for the reframing of success for Black youth through sharing the responses of Black Excellence in STEMM Beyond Borders’ panel sessions focused on developing a Black utopian STEMM education. It highlights the need for sustained mentorship and culturally relevant content in both formal and informal educational settings to support Black youth’s interest and advancement in STEMM careers, ultimately aiming to address anti-Blackness in K-12 education spaces and foster diversity in STEMM fields

Mathematics education · Pedagogy · Science education · Sociology · Critical Race Theory in Education · Higher Education Research Studies · Psychology · Youth Development and Social Support

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