Below is the text of a speech given by Kathryn Drago at the “Shelby, show up for science” march April 21. Ms. Drago is a science educator and curriculum developer. She has all but defended her Ph.D. in Science Education from University of Michigan and has M.A. in Research Methods from University of Michigan, an M.S. in Cancer Biology from Stanford University and a B.S. in Biochemistry from the University of Maryland, Baltimore County.
Central High School Falcons, University of Alabama Tide, citizens of West Alabama, look around you. At this Rally for Science, we have students and teachers; citizen scientists and research scientists, beginners and experts. And we’ve all come together today.
No matter how you identify, I have an important message for you. Every single person in this crowd deserves a high quality science education– that is a solid base of science understanding upon which we can build our careers, support our communities, and enjoy our lives. Exceptional science education is guaranteed to us because it is a civil right. It is no less important than the right to free speech or assembly.
I draw my inspiration for this idea from Bob Moses, the great civil rights activist. In the 1960’s, he registered Mississippi sharecroppers to vote. Later, in the 1980’s, he saw that students in his daughter’s school were not provided with the math instruction in eighth grade that they needed to qualify for honors level math in high school.
Bob Moses asked himself the question: Why do students need to study Algebra? The answer was that mathematical literacy set students up for entrance into college, higher paying jobs, and personal success. And so the Algebra Project was born. Its mission was to grow the math abilities of students who had traditionally been underserved and overlooked. Algebra Project alumni had more possibilities open to them. In that way, access to vote is no different from access to math.
The same is true for science education. It is a civil right, yet it is being denied for far too many youth. Let’s take Tuscaloosa for example. In 2016, 15% of 10th graders scored proficient on the standardized science exam. This statistic shows that we are squandering the talents of untold youth. But even worse, this number is an average. The hard truth is that 42% of White 10th graders scored proficient while only 6% of Black 10th graders did so. These numbers are shocking. But what is even more shocking is the cause of these disparities–segregation in schools, unequal distribution of resources, and uneven support for Black students taking advanced classes have caused this. Systemic racism has caused this.
Like Bob Moses did, we ask ourselves the question: Why do students require science education? The answer is that every student deserves access to the highest paying jobs in America. Black and brown students should grow up to be laboratory managers, computer scientists, and doctors making six figures. They are also the ones whose communities are hardest hit by lead in the drinking water, cement dust in the air, and severe storms brought on by climate change. They must be able to raise the alarm and devise the solutions to these human-made problems. And they too should be able to experience the wonder and joy that learning about and participating in science can bring.
Again, I say top notch science education is a civil right, and as such, the government guarantees each of us that right. Algebra Project founder Bob Moses said that it’s time for us to take responsibility for our government. Not that we are asking the government to do something for us, but that in the end, we are the government. And if we do not take responsibility for the government, it will take us to places we don’t want to go.
This administration is taking science education where none of us want to go. Here’s an example: the White House’s budget cut funding to NASA’s Office of Education from $115 million dollars to zero dollars. And what does that cut save? A half of a percent of NASA’s budget.
But what does this cut cost us? Space camp, curricula for teachers, and scholarships for young scientists. In particular, the Minority University Research and Education Project, which helps fund students seeking STEM degrees at historically black colleges and universities, will be eliminated. So, we have a local system that has not provided equitable science learning opportunities, and our federal government has taken away some of the few precious programs that tried to equalize the playing field. This is a disgrace and a shame.
In the absence of elected leadership, let us be our own government. We will take science education where we want it to go. I’m going to challenge us to achieve three goals to that end.
First, let’s educate ourselves about science education. Investigate your area schools. Don’t be satisfied by averages–dig deep into the disparities. Then, give your time, talent, or treasure. If you have time, volunteer. If you have scientific talent, offer your expertise. If you have treasure, improve the school’s material resources.
Second, fight science education injustice whenever you find it. As a student, demand that you be placed in advanced classes, and then ask for the help you need to succeed there. Adults, stand with teachers in receiving the salary they deserve. Reject legislation that increases funding and zoning inequalities in schools.
Third, never give up on science learning. Don’t pay attention to what anyone has told you that you should do. Go to events you wouldn’t normally attend. Stop by a science demonstration at a tailgate. Watch a Nature TV show. Be curious, try things out, take risks. You can be your own science educator. Science education is your civil right, and you deserve it. Thank you all.
The “Shelby, Show Up for Science!” march in Tuscaloosa was organized by the Kudzu Coalition of West Alabama. They describe themselves as “a collection of progressive voices committed to transforming our community through collaborative, direct action.” Check them out on Facebook.