Queen’s Engineering is working to engage Black youth in science, technology, engineering, and mathematics (STEM) programming.
Black Youth in STEM (BYiS) is an interactive and enriching educational program, which was launched in January 2022 through the Connections Engineering Outreach department in the Faculty of Engineering and Applied Science (FEAS). The program was developed by Melanie Howard, director of Queen’s Indigenous Futures in Engineering (InEng) program, as an extension of InEng.
Since its inception, BYiS has provided a range of programming through four delivery models for children in grades one to 11, at no cost to the students. The program receives internal funding from FEAS, as well as external funding from Actua, a Canadian STEM education outreach organization.
“We create a Black-positive, student-friendly environment. It’s a warm environment where kids just feel accepted and know that they belong here,” said Cressana Williams-Massey, BYiS team lead, in an interview with The Journal.
Williams-Massey, a Jamaican-born science educator, was hired to lead the program in December 2021. With a diverse background in science and education, Williams-Massey felt the position was made for her.
Her favourite part of the program, which she referred to as a melting pot of cultures, is interacting with the kids, instructors, and volunteers. Each student and instructor bring their own perspective, experiences, and culture to the table, which makes for enriching discussion. The opportunity to learn something new is always present.
The program’s instructors and mentors aren’t limited to FEAS. Students from the Faculties of Arts and Science, Health Sciences, and Education have contributed to the program in meaningful ways.
“It’s community building on so many different levels,” Williams-Massey said.
BYiS has grown to the point where some of the program’s first participants are now in high school and have come back to volunteer with younger students.
“It helps to build their confidence, it helps them accept who they are, and most importantly, it normalizes the idea of coming to Queen’s—of pursuing post-secondary education.”
As the program grows, Williams-Massey hopes to develop new opportunities to empower Black girls in STEM. While most of her current programming sees a healthy mix of boys and girls, Williams-Massey recognizes the unique intersectional experience of Black women in STEM, she hopes this directed programming will help fill the gap and draw more Black girls into the field.
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