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<p>This paper engages in a reflective and critical dialog with Heather F. Lavender’s study on Black girlhood and sociocultural practices in science classrooms to highlight the persistent disconnect between science instruction and the lived experiences of Black girls. Despite national calls for equity in STEM and the implementation of standards like the NGSS, science education continues to marginalize underrepresented students—particularly Black girls—by failing to incorporate their cultural identities, community knowledge, and personal narratives into instruction. To further extend Lavender’s argument, I engage in conversations relating to limited and often superficial integration of black girls lived experiences in science instruction and emphasize the impact of teacher bias, missed opportunities, and stereotype reinforcement. Through the lens of Black girlhood studies and science identity theory, this forum concludes with a call for transformative, identity-affirming science spaces where Black girls can thrive as future scientists.</p>

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From margins to centers: elevating Black girls lived experiences in the science classroom

  • 期刊论文

  • 发表日期：

    2026年1月8日

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  • Neha Anand

摘要

This paper engages in a reflective and critical dialog with Heather F. Lavender’s study on Black girlhood and sociocultural practices in science classrooms to highlight the persistent disconnect between science instruction and the lived experiences of Black girls. Despite national calls for equity in STEM and the implementation of standards like the NGSS, science education continues to marginalize underrepresented students—particularly Black girls—by failing to incorporate their cultural identities, community knowledge, and personal narratives into instruction. To further extend Lavender’s argument, I engage in conversations relating to limited and often superficial integration of black girls lived experiences in science instruction and emphasize the impact of teacher bias, missed opportunities, and stereotype reinforcement. Through the lens of Black girlhood studies and science identity theory, this forum concludes with a call for transformative, identity-affirming science spaces where Black girls can thrive as future scientists.