<i>Hidden Figures</i>: Calculated Responses to Sexism and Racism in 1960s America

Lieway, Miriam; Sharp, Elizabeth A.; Gambrell, Kimberly; Medina, Celeste; Reyes, Parker; Nguyen, Viet

doi:10.1111/jftr.12222

Cited by 1 publication

(1 citation statement)

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“…We recognized that glossing over history was done for a reason: many topics in materials science are deeply intertwined with colonialism and racism, and hiding this history helps to maintain power dynamics. Likewise, these harmful beliefs are carried over in many other STEM fields, from aerospace engineering and math 54 to medicine and healthcare. 55 Garnering a deeper understanding of the traumatic and damaging history of materials allows students, particularly those with influential privilege, to analyze how their personal decisions and engineering discoveries will impact the lives of their community, their country, and the world.…”

Section: ■ Evaluation and Conclusionmentioning

confidence: 99%

Storytelling for Social Justice and Engagement: A Materials Science Class

Posey

Lavik

2021

J. Chem. Educ.

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The biographical stories of scientists and engineers, particularly those from historically excluded groups, have been integrated into the curriculum for a materials science course. The goal is to help students connect and relate to the scientific content, while opening the door to conversations about social justice in the virtual classroom. We have covered scientists including James Parsons, Hiroshi Amano, Evelyn Roberts, Wallace Carothers, Walter Hardenberg, and Max Liboiron. Furthermore, the technical information covered in the course has been contextualized by facilitating discussions on the history of certain raw material extraction and its ties to racism, colonialism, and the atrocities that result from these practices. This course was tailored to operate in an online setting by telling the stories of these scientists during lecture, and then asking students to express their learning through informal discussions and written reflections. This methodology encouraged conversations about inclusion and the role scientists must play as they consider both their work and the world around them, and students reported higher engagement and understanding between the technical science and the stories.

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Section: ■ Evaluation and Conclusionmentioning

confidence: 99%