Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Gloria Boutte
Abstract
This critical autoethnography explored the evolving STEM identity of myself as a Black female student and educator and examined how race, gender, and hair politics intersected to shape experiences within predominantly white institutions. Guided by a two-fold framework of Critical Race Theory (CRT) and Transformative Leadership Theory (TLT) , I posed two research questions: 1) How has my STEM identity as a Black woman evolved over time through my experiences as a student and educator?; 2) In what ways does my current STEM identity as a Black woman, as understood through reflective practices, inform my pedagogical approaches and mentoring of other educators?
Four data sources were used: 1) personal reflections; 2) artifacts; 3) original ethnopoetry/ethnoart; and reflective journal entries. Inductive theme analysis was used to analyze the data. Four themes emerged from the analysis of the data: 1) Navigating systemic inequities and intersectional bias 2) The evolution of STEM identity and counter-storytelling as resistance; 3) Empowerment through high expectations, mentorship, and advocacy; 4) Professional growth, innovation, and leadership as equity practice.
Regarding the first research question, these themes revealed that I moved from an assimilationist identity to an unapologetic Black identity. Symbolically, my hairstyle moved from being straightened and using chemical that were damaging to my hair to natural hairstyles such as an afro and, later, locs. Findings related to the second research question indicated that my pedagogical and mentoring approaches also moved toward inclusion of social justice in STEM education. Findings demonstrated that my personal transformation, particularly my hair journey, mirrored my pedagogical evolution toward culturally responsive approaches.
By centering my lived experience, this autoethnography provides insights for educators to dismantle systemic barriers and cultivate equitable STEM spaces where all students, especially Black girls and women, can thrive unapologetically. Findings underscore the importance of self-knowledge and advocacy in fostering transformative change.
Rights
© 2025, Angela Gaines Hill
Recommended Citation
Hill, A. G.(2025). From Chalk Dust to Destiny: Race, Gender, Hair, and the Making of My Stem Identity. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8529