Abstract
Black teachers have been known to provide positive experiences and outcomes for students, especially Black students. Nevertheless, Black science teachers are marginally represented in public classrooms across the United States, and Black students are marginally under-represented in science, technology, engineering, and mathematics (STEM). Black science teachers provide an inherent value to the education of Black children, including their ability to make science meaningful and relevant, contribute to the community where they live and work, and relate to students' experiences more intimately. Further, All levels of education should prioritize Black science teacher recruitment, and educational researchers should provide more evidence of recruiting, teaching, and learning best practices as it relates to teachers of African descent.
Recommended Citation
Smith-Mutegi, Demetrice
(2023)
"A Study on the Influence and Importance of Black Science Teachers,"
Journal of Research Initiatives: Vol. 7:
Iss.
3, Article 11.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol7/iss3/11
Included in
Elementary and Middle and Secondary Education Administration Commons, Teacher Education and Professional Development Commons