Dr. D. speaks DEI in Science Education
Dr. Sharon Delesbore serves as the President of the Association for Multicultural Science Education. She is a school administrator who taught middle school and high school science for a significant number of years. She continues to remain connected to students, curriculum and instruction through her advocacy work with AMSE, NSTA, and the Family, Life and Community Resource Center (F.L.C.R.C.). Listen to her thoughts about diversity, equity, and inclusion in science education.
Share your thoughts
The DEIA Champion
Your story is amazing! I wanted to become a scientist/teacher because I didn't see anyone like me teaching at my high school until my junior year. I had amazing teachers but could not identify with them on many levels. Now, that we are becoming more "diverse" its time to make sure all of these teachers have equitable opportunities for resources and professional development. Continue to be great and champion for teachers and learners!
Check out my STEMTLnet video, https://stemtlnet.org/video-showcase/huffman-high-school-empowering-stem-educational-leaders on how we are creating opportunities for equity and leadership in STEM educators.
In reply to The DEIA Champion by CANDYCE CURRY
Thank you...let's continue the advocacy together @CandyceCurry. Networks such as this make the difference as we bring awareness, access and accountability to the forefront.
In reply to Champion Together by Sharon Delesbore
Encouragement of Teacher Leaders
Watch AND COMMENT on:
Huffman High School: Empowering STEM Educational Leaders
Candyce A. Curry
DEI is my mantra!
Welcome to my story as I give a quick glimpse into my "why?" in my advocacy pursuits in science education. It only takes one encounter, person or situation to change a LIFE.
How do you keep DEI prevalent?
Colleagues, I would love to hear from you...
In reply to How do you keep DEI prevalent? by Sharon Delesbore
Ways to keep Equity and Inclusion front and center
Two ways I was able to have a more equitable and inclusive classroom were through providing culturally relevant instruction and explicit disciplinary literacy instruction.
Disciplinary Literacy Essentials
Building Relationships and Access
Thanks for your video. I’d like to know about your relationship building routines and types of programs students were able to access.
In reply to Building Relationships and Access by Wanda Bryant
Get to Know Your Students
Student inventories always help but being in secondary school, I find that the best way to bound with kids is to attend the extracurricular events that they participate. If they do not have activities, encourage them to get involved in something. I even started a chapter of the Science National Honor Society at my first high school to get students involved. The more they feel connected to the school, the better they will perform.
In reply to Get to Know Your Students by Sharon Delesbore
inspiration - next steps
Thank you for sharing this moving testimonial to your mentor. Your love for science and your respect for your students is certainly necessary for their success, as you have indicated. I think that "confidence" is a big part of the DEI mantra - confidence that our students can succeed.
In reply to inspiration - next steps by Arthur Eisenkraft
We Must Believe!
Absolutely, we must believe that our students can. We can not be our own biggest constraints.
YES, it is all about RELATIONSHIPS
Hi Dr. D.,
This is fabulous! I wish more STEM-ed folks truly understood that the practice of *doing* STEM is the practice of taking intellectual risks, and that relationships and co-creation of inclusive, welcoming classroom and school culture is what actually allows ALL the rigor of a science-practices-focused instructional model.
Like Wanda, I'm curious about the routines you've used to build relationships in STEM settings to support equity, diversity, inclusion and belonging (including the confidence @Arthur describes in his response)! Personally, I've found that shifting my grading policies to a culture of revision and resubmission has done wonders for helping students see our work as a place for rich feedback (for all parties!) and trying again. I'd love to know some of your toolkit!
Thanks so much,
I love what you stated, "I wish more STEM-ed folks truly understood that the practice of *doing* STEM is the practice of taking intellectual risks, and that relationships and co-creation of inclusive, welcoming classroom and school culture is what actually allows ALL the rigor of a science-practices-focused instructional model."
For me, the work is on a more personal level. Student inventories always help but being in secondary school, I find that the best way to bound with kids is to attend the extracurricular events that they participate. If they do not have activities, encourage them to get involved in something. I even started a chapter of the Science National Honor Society at my first high school to get students involved. The more they feel connected to the school, the better they will perform.
I totally agreed that having a good rapport with students is important to make the connection to their learning. Students need to know that we care. I enjoyed your video!
Thank you for sharing your story and the link to the Association for Multicultural Science Education organization!
Becoming a More Equitable Math Educator | STEM Teacher Leadership Network (stemtlnet.org)
I teach students vs. ...
Dear Dr. D,
Thank you for sharing your story! Similar to how you became interested in science teaching with a teacher who looked like you and held you to high learning expectations, I became interested in teaching because of a teacher who looked like me.
Your video reminds me of a question (that I'm semi-paraphrasing) - Do you say "I teach students science." or "I teach science to students."? Your video truly highlights your relationships with students and the importance of these relationships. So, I would say that you clearly teach students science. :)
Keep up the great work!
Thank you for your inspiring video! Building relationships is the key, creating safe spaces for students to grow and not fear failing is essential. This is so important especially in under represented groups how do not see themselves becoming scientists and engineering. As educators we have to be a mirror so that they can see themselves in these careers and guide them forward.
Phenomenon are questions students ask.
Phenomenon are questions students ask. There are important questions that all must solve. But the way that each individual solves the problem may be unique.
Making those connections with our students will ensure we educators allow students to solve the same problem in their unique way based on the situations and resources available.
In reply to Phenomenon are questions students ask. by Andrew Frisch
Thank you for that clear perspective!
"Conscientious Intentionality" coined by Dr. D.
I often speak of having a "conscientious intentionality" when implementing DEI while teaching science and establishing programs to enrich the minds of students to become scientifically conscientious citizens. We all must keep have an intentionality about our pedological practice to implement diversity, equity and inclusion in the forefront of our choices in teaching science education. Thoughts???
Fabulous words, Dr. D! …
Fabulous words, Dr. D! INQUIRY- yes! Taking risks, and this is more difficult for the older students. They need to feel safe in a culture where many are so afraid to get it"wrong." Ideas are never wrong, and sharing ideas is why collaboration is essential for progress to occur. You are making excellent progress! Thank you for all that you are doing!
Frameworks for DEI
Hello! I'm curious to know if you have any specific frameworks for measuring how well teachers incorporate DEI into their teaching, as well as how well students feel that DEI is incorporated. I'm currently working on the DEIB in STEM Education initiative for PhET Interactive Simulations (https://phet.colorado.edu/en/deib-in-stem-ed), and finding quantitative tools to measure change is hard!
You are SO RIGHT-- it's about relationships and classroom culture. You are so fortunate to have had a role model like that in high school. While I did have that in Junior High, I did not in high school.
Yes, we as educators have that level of accountability in our classroom to not only know content but to create conditions to help our students, all of our students, thrive. Thank you for your video!