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 strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to learn from Black women science teachers who have been engaging in anti-racist practices before the racial awakenings of Summer 2020. In this study, three different virtual focus groups, or Sista Circles, were conducted with 18 Black women secondary science teachers. Ranging from 1 to 22 years of experience, Black women teachers across the country and international participants in Canada and Qatar participated in the Sista Circles. From intersectional qualitative analysis and narrative inquiry, the findings of the study reveal that Black women science teachers enact anti-racist science teaching by bringing something new to the community; using NGSS standards within the context of the community; teaching at the intersection of history, culture, and science learning and teaching; and building critical consciousness in the science classroom. Furthermore, the findings of the study have implications for the use of anti-racist frameworks within the context of science education that were authentically the practices of the Black women in the study. This study offers insights into how the critical consciousness of Black women teachers can be represented in the science classroom even in times of nonsupport from peers and administration. The power and necessity of Black women teachers are paramount in science classrooms specifically because of the neutral, apolitical ways science teaching has been approached in the past. The narratives and stories shared here exemplify how Black women science teachers transform science teaching and learning by displaying various acts of Criticality.

中文翻译：

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“你的历史老师不会教你的事情：科学版”：黑人女性科学教师作为反种族主义教师

边缘化社区不能也没有关于社会科学问题如何影响其社区的脱离背景的经验，例如作为一线基本工作人员接触 COVID-19、黑人婴儿死亡率高、空气污染导致呼吸系统问题以及其他问题。随着 PreK-12 科学教师和教师教育工作者努力消除课堂和课程中的压迫性做法，向 2020 年夏季种族觉醒之前一直从事反种族主义做法的黑人女性科学教师学习将会有所帮助。研究中，18 名黑人女性中学科学教师进行了三个不同的虚拟焦点小组（或 Sista Circles）。全国各地的黑人女教师以及加拿大和卡塔尔的国际参与者都参加了 Sista Circles，经验从 1 年到 22 年不等。通过交叉定性分析和叙事探究，研究结果表明，黑人女性科学教师通过给社区带来新东西来实施反种族主义的科学教学；在社区范围内使用 NGSS 标准；历史、文化和科学学习与教学的交叉点教学；并在科学课堂上建立批判意识。此外，该研究的结果对于在科学教育背景下使用反种族主义框架具有影响，这实际上是该研究中黑人妇女的做法。这项研究提供了关于如何在科学课堂上体现黑人女教师的批判意识的见解，即使在同伴和行政部门不支持的情况下也是如此。黑人女教师的力量和必要性在科学课堂上至关重要，特别是因为过去科学教学采取中立、非政治的方式。这里分享的叙述和故事例证了黑人女性科学教师如何通过展示各种批判行为来改变科学教学和学习。