What is it about?
This article shares the author’s developmental trajectory as a Black woman and first-generation college student in science to her pursuit of doctoral studies in educational psychology. Using critical autoethnographic storytelling rooted in Black feminist and womanist traditions, the author explores inequities and possibilities for science, technology, engineering, and mathematics education.
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Why is it important?
Many attacks are facing higher education, and the layered stories can serve as a tool for responsibly and critically reflecting on how to best serve students in ways that recognize their agency and vulnerability.
Perspectives
I hope this article feels like reading a good book or watching a movie where the audience is rooting for the protagonist’s success. By sharing my stories, I hope others feel inspired and affirmed in reclaiming their stories and sharing them in ways that honor their cultural ways of knowing.
Destiny Williams-Dobosz
Boston College
Read the Original
This page is a summary of: Storytelling as praxis: Leveraging a Black woman’s critical autoethnography as a first-generation college student to explore inequities and possibilities in science, technology, engineering, and mathematics education., Journal of Diversity in Higher Education, August 2025, American Psychological Association (APA),
DOI: 10.1037/dhe0000694.
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