Search results for: Freeman Tonjua B.

This article examines the experiences of Black science teacher educators when they attempted to include multicultural education, equity, and social justice in their teaching. The findings reveal that the participants shared challenges that occur in the academy when they dealt with their Blackness as a faculty member and attempted to infuse multicultural science education, equity, and social justice in their classes. Many of these faculty members decided to incorporate multicultural education, equity, and social justice in their courses. Furthermore, some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. The authors suggest that these shared experiences can assist other science educators by understanding Black faculty members’ struggles with the infusion of multicultural science education, equity, and social justice in their teaching.