“Oh, That’s Engineering?”: Complicating Black Women Educators’ Understanding of Engineering Practices in Urban Elementary Schools

In most teacher preparation programs, a focus on standards and curricula with STEM concepts, specifically engineering, are largely missing from the teacher licensure requirements. There have been few opportunities for teacher educators to teach, learn, and reflect on the nuanced complexities of STEM, specifically engineering concepts and practices in urban elementary schools. This university-school- community partnership, led by Black women, focused on the early exploration of STEM with high-ability/ gifted Black girls, caregivers, and their Black women educators. In this qualitative study, Black women teachers were able to disrupt assumptions and stereotypes of STEM, particularly in engineering, and identify challenges of associating STEM perspectives to their everyday experiences and teaching with elementary school students. This essay explores and problematizes their assumptions, values, and utilization of engineering praxis for Black girls, their teachers, and their communities.