The Spelman difference

Growing up in predominantly white schools and cities, we noticed a systemic exclusion of Black people from curricula, evident through the lack of accurate Black history in our textbooks, Black teachers in our classrooms, and even common Black names in word problems taught in our elementary schools. Current and persistent societal examples include the lack of representation of darker skin in medical manuals and neglecting to include Black culture in chemistry education.

As products of this education, we thought this was just how chemistry was supposed to be: unrelatable, inapplicable and supposedly objective. It was not until taking classes with Black women scientists as biochemistry majors at Spelman College – a historically Black women’s college and the number one historically Black higher-education institution in the US – that we learned that science is not truly objective. Information historically viewed as scientifically factual is actually a product of bias, prejudice and political agendas. The Spelman Difference, however, has shown us that subjectivity in science can be rooted not in exclusivity, but rather in inclusivity, familiarity and relatability.