Contribution short abstract:

In this workshop, I bring my full self— a young Black African Ghanaian woman and scholar navigating U.S. academia where my identity often takes precedence. Through self-advocacy, I examine the biases encountered to reclaim my narrative, and emphasize the importance of creating space for marginalized

Contribution long abstract:

Silence! That was my default approach in many spaces. An internalized belief that my voice, my experiences, and my insights did not matter. As an African navigating U.S. academia, I often questioned whether my contributions would be heard or valued. Yet, as Dr. Martin Luther King Jr. envisioned a future where individuals are judged not by the color of their skin but by the content of their character, I too long for a world where Black scholars and practitioners in development are recognized, included, and valued.

But what is the cost of my silence? Thus, through my PhD research, I refuse to be silent. My work focuses on Science Technology Engineering and Mathematics (STEM) education for girls in Ghana. An issue deeply tied to race, gender, and development. Despite STEM’s critical role in development, Black women, particularly in Africa, remain systematically marginalized, with Ghanaian women holding only 25% of STEM jobs. This exclusion is not just a gender issue; it is a racialized development challenge that demands urgent attention.

STEM education is often framed as a neutral tool for development, yet systemic inequities persist in who gets access, support, and recognition. So, I ask, what does it mean to research STEM education while Black? How do we confront the racial and gendered barriers that shape who is included in STEM advancement? Through this workshop, I hope to challenge dominant narratives, highlight racialized disparities in STEM, and advocate for an inclusive development agenda that truly amplifies Black voices in STEM.