Designed to Liberate

Abstract

This qualitative study explores the practice and impact of Black Liberatory Science Education through a community-based science, technology, engineering, and mathematics programme led by undergraduate members of the National Society of Black Engineers. More specifically, this study notes how culturally sustaining mentorship and Black-led learning spaces affirm Black identity, foster joy, and transform science, technology, engineering, and mathematics education. Leveraging data from four National Society of Black Engineers undergraduate students and the National Society of Black Engineers chapter advisor, this study captures students’ experiences mentoring elementary-aged youth enrolled in an after-school programme at a Black-led community centre in a segregated north-eastern city in the United States. The programme was guided by seven Black Liberatory Science Education concepts, including affirming Black brilliance, disrupting anti-Black biases, and centring Black joy and identity. Results reveal that mentors enacted Black Liberatory Science Education through relational pedagogy, student-driven curriculum design, and Black cultural affirming engagement. Further, student reflections disclose how Black liberatory spaces can be found through community partnerships. The community centre provided a peaceful, joyful space where youth and National Society of Black Engineers students could laugh, be themselves, and engage in science, technology, engineering, and mathematics learning without constraint. The programme also highlighted the importance of acknowledging the diversity of Blackness and integrating Black histories and perspectives into science education. The article concludes with a discussion of how National Society of Black Engineers chapters are uniquely positioned to support Black youth; they can serve as powerful agents of change, shaping future engineers while transforming science, technology, engineering, and mathematics into a space of collective care, healing, and empowerment. This model offers a replicable framework for bridging universities, youth organizations, and K–12 education through Black liberatory science, technology, engineering, and mathematics programming.

Citation: Miles, Monica L.; Morton, Terrell R.; Agger, Charlotte; Nicolai, Korinthia Danielle, ‘Designed to Liberate: Black Liberatory STEM Education in Practice with National Society of Black Engineers (NSBE) Undergraduate Students and Black Youth’ ([publication date here]), in Ebony McGee, Evelyn Hammonds, Thema Monroe-White (eds), The Sciences, Medicine, and Technology in Meena Dhanda (ed.), Oxford Intersections: Racism by Context (Oxford, online edn, Oxford Academic, 20 Mar. 2025-), https://doi.org/110.1093/9780198945246.003.0200, accessed [date].