Abstract
ABSTRACT Many Black educators have left the profession, a trend often linked to Black fatigue . This study presents findings from qualitative data seeking to understand how Black women STEM educators who stay, respond to the inherently antiblack nature of schooling . Participants of this study illuminate unique and creative approaches to effectively navigate racism and sexism while teaching within the constraints of the educational apparatus. Based on the results of this study, we introduce the term Femmenoir Pedagogies which hones in on three elements that serve to counter the antiblack conditions of schooling. It emphasizes the need to center Black women as experts using their socio-political location to harness their strengths and radically imagine ways to disrupt the oppressive reproduction of schooling. Drawing on the work of Black feminist scholars, we analyze data from personal narratives, in-depth interviews, and focus groups with six self-identified Black women educators.
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