Why My Identity is Crucial to My Role as a STEM Teacher and STEM Teacher Leader
Dr. Kyle Randolph Bacon
Growing up as a Black male in a predominantly white community in Getzville, New York, and attending the Nichols School, my experiences have significantly influenced my approach to teaching STEM and my leadership as an educator. Being one of nine African-American students in these academic environments posed various challenges, such as feeling isolated and experiencing microaggressions. Nevertheless, these experiences have given me a unique perspective that has strengthened my ability to connect with students and colleagues, promote inclusivity, and advocate for educational equity. I leverage my identity to cultivate an inclusive and equitable learning atmosphere by integrating diverse perspectives into my teaching and leadership methods, drawing from experiences in other professions and life lessons.
My experiences as one of the few African American students in academic settings before attending Howard University have underscored the importance of representation. Seeing someone who looks like you in a STEM role can ignite confidence and ambition, inspiring students to take risks, ask questions, and aspire to make a difference. This understanding drives my commitment to promoting diversity and inclusivity in STEM education.
Reflecting on the significance of my identity and experiences as a Black male in predominantly white academic spaces, I have gained unique insights and perspectives that I use to establish an inclusive and equitable learning environment. I highlight diverse voices in STEM and adapt my teaching methods to accommodate different learning styles. As a STEM leader, I champion resources and support for underrepresented students and work to address systemic barriers. Guided by thoughtful readings and ongoing self-reflection, I am committed to integrating culturally responsive practices into my teaching and advocating for equity in STEM education. My awareness of my own identity and the identities of others enables me to connect with and support students and colleagues effectively. In my classroom, I aim to highlight the accomplishments of various scientists and engineers. I prioritize including stories of Black mathematicians, female scientists, and other underrepresented groups to inspire all students and create an inclusive environment for exploring careers in STEM.
Growing up in an environment where teachers and students viewed me differently from my peers, I gained a strong appreciation for creating inclusive and respectful spaces. I know from personal experience how being isolated and marginalized can hinder a student's ability to participate and thrive. In my classroom, I work hard to establish an inclusive setting where every student feels respected and appreciated. This involves adapting my teaching techniques to cater to diverse learning styles, promoting inclusive discussions that embrace all viewpoints, and actively seeking feedback from students, staff, and parents.
Reflecting on Maulucci and Mensah's 2015 article, the importance of recognizing and honoring students' diverse cultural backgrounds in the educational setting and highlighting the critical role of integrating students' cultural identities into teaching practices and fostering an inclusive learning environment caught my attention. This insight has inspired me to be more deliberate in integrating culturally responsive teaching approaches and linking STEM concepts to students' cultural backgrounds and real-life experiences, making learning more relatable and captivating for them. The article also emphasized the importance of educators engaging in critical self-reflection, particularly in recognizing the impact of our identities and biases on our teaching. I am committed to regularly examining my biases and assumptions to ensure continuous growth and development. I consciously seek feedback from my students and colleagues to guarantee that my teaching methods are fair and foster inclusivity. This dedication to self-reflection and ongoing learning is an intimate endeavor for me and a fundamental component in establishing an inclusive and fair environment. I aspire to motivate others to participate in this continuous growth and learning journey.
The YouTube video by Ferrera impressed me with her honesty, openness, and willingness to showcase her true self. This experience reminded me of the importance of listening to and learning from others' experiences. As a result, I am more committed to promoting open discussions in my classroom, creating an environment where students feel at ease expressing their opinions. This learning experience fosters a better learning community and enables me to understand and cater to my student's diverse needs.
Moving forward, I will continue integrating culturally responsive practices into my teaching.
My experiences as one of the few African American students in academic settings before attending Howard University have underscored the importance of representation. Seeing someone who looks like you in a STEM role can ignite confidence and ambition, inspiring students to take risks, ask questions, and aspire to make a difference. This understanding drives my commitment to promoting diversity and inclusivity in STEM education.
Reflecting on the significance of my identity and experiences as a Black male in predominantly white academic spaces, I have gained unique insights and perspectives that I use to establish an inclusive and equitable learning environment. I highlight diverse voices in STEM and adapt my teaching methods to accommodate different learning styles. As a STEM leader, I champion resources and support for underrepresented students and work to address systemic barriers. Guided by thoughtful readings and ongoing self-reflection, I am committed to integrating culturally responsive practices into my teaching and advocating for equity in STEM education. My awareness of my own identity and the identities of others enables me to connect with and support students and colleagues effectively. In my classroom, I aim to highlight the accomplishments of various scientists and engineers. I prioritize including stories of Black mathematicians, female scientists, and other underrepresented groups to inspire all students and create an inclusive environment for exploring careers in STEM.
Growing up in an environment where teachers and students viewed me differently from my peers, I gained a strong appreciation for creating inclusive and respectful spaces. I know from personal experience how being isolated and marginalized can hinder a student's ability to participate and thrive. In my classroom, I work hard to establish an inclusive setting where every student feels respected and appreciated. This involves adapting my teaching techniques to cater to diverse learning styles, promoting inclusive discussions that embrace all viewpoints, and actively seeking feedback from students, staff, and parents.
Reflecting on Maulucci and Mensah's 2015 article, the importance of recognizing and honoring students' diverse cultural backgrounds in the educational setting and highlighting the critical role of integrating students' cultural identities into teaching practices and fostering an inclusive learning environment caught my attention. This insight has inspired me to be more deliberate in integrating culturally responsive teaching approaches and linking STEM concepts to students' cultural backgrounds and real-life experiences, making learning more relatable and captivating for them. The article also emphasized the importance of educators engaging in critical self-reflection, particularly in recognizing the impact of our identities and biases on our teaching. I am committed to regularly examining my biases and assumptions to ensure continuous growth and development. I consciously seek feedback from my students and colleagues to guarantee that my teaching methods are fair and foster inclusivity. This dedication to self-reflection and ongoing learning is an intimate endeavor for me and a fundamental component in establishing an inclusive and fair environment. I aspire to motivate others to participate in this continuous growth and learning journey.
The YouTube video by Ferrera impressed me with her honesty, openness, and willingness to showcase her true self. This experience reminded me of the importance of listening to and learning from others' experiences. As a result, I am more committed to promoting open discussions in my classroom, creating an environment where students feel at ease expressing their opinions. This learning experience fosters a better learning community and enables me to understand and cater to my student's diverse needs.
Moving forward, I will continue integrating culturally responsive practices into my teaching.