Chapter 9: Strengthening Identities to Combat Marginalization: Recurring Themes and Implications

As a scientist, national leader, and university president, Jackson’s quote is deeply rooted in the intellectual, sociocultural, gendered, and racial intersectionalities that have shaped her as a preeminent physicist. Because her work has revolutionized how we live, think, and function, this quote has direct significance for this book. In these three sections Socialization, Mentoring, and Identity, Jackson’s quote is reverberated with astounding clarity that African American people must define themselves as STEM professionals and combat the limitations and low expectations of the curriculum, teachers, and society. In this concluding chapter we explore the recurring theme of identity and how the self is defined. The notion of defining self is an important concept if African American students are to nurture an identity as STEM professionals. However, defining self is not easy or static, nor is it an isolated phenomenon. Defining self requires a sense of sociocultural and historical knowledge. We use the chapters of this book to examine ways to define self. We also explore how to be liberated from the marginalizing impact of low expectations and limitations to STEM education and careers. Marginalization of African American students in STEM is an endemic reality in schools. As a result, efforts to combat low expectations and limitations through mentoring and antibiased curriculum are discussed in this section. Further, we consider the implications of removing barriers and equitably supporting African American students STEM goals. Finally, we propose future research that will support knowledge and practice for nurturing STEM professionals and combatting marginalization.