Alexis Riley

• Doctor of Philosophy
• Assistant Professor at New York University

To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers ‘talk back’ by sharing and developing their own narratives about being a science‐curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative stud...

Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID‐19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK‐12 science teachers and teacher educators str...

This case raises questions about teacher positionality in an elementary science classroom. Ms. Nelson, a second-year science teacher, is asked to consider how her privileged upbringing as a White woman from Long Island, New York City, predisposes her to ignore the structural issues her students experience, such as living in food deserts and having...

This qualitative case study examines the experiences of three Black female science teachers who experienced and participated in the triumphs and failings of today’s charter school system while teaching Black and Brown students. Using Critical Race Theory and Culturally Relevant Pedagogy as frameworks, the findings of the study revealed that the tea...

In reading Danielle Ferguson and Catherine Martin-Dunlop’s (2020) “Uncovering stories of resilience among successful African American women in STEM,” we call for an exploration into reimagining the practice of cultural brokering for supporting Black girls’ success in K-12 science and engineering. While none of the participants identified a teacher...