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The dearth of Black science educators in Ontario classrooms has a direct impact on Black student enrollment in secondary school science classes. Egalite and Kisida (2017) argue that ""students are more likely to regard teachers of the same race and ethnicity as role models, put more effort into studies and have higher post-secondary ambitions."" The current situation calls for the implementation of a range of strategies to encourage Black students to pursue science through exposure to scientific concepts in non-science classes. As a Black English and History teacher, I have encouraged Black students to learn about science while teaching Careers, English, and History classes. The students have responded with enthusiasm while engaging in hands-on formulation projects. I have taught students to make lotions, soaps, and hand sanitizers over the past 4 years. Lessons about raw materials and chemical processes, such as emulsification and saponification, have enabled students to see themselves as formulators and entrepreneurs. Increasing Black student enrollment in science must be a priority shared by educators in all disciplines. By equipping Black educators with the necessary skills and knowledge to conduct micro-science lessons in non-science classrooms, Black student exposure to role models will increase. Additionally, when micro-science lessons are linked to entrepreneurship, Black students will learn about practical strategies for overcoming anti-Black racism and other persistent employment barriers.

Catherine Chambers