Natalie King
Associate Professor - Science Education; Affiliate Faculty, Department of Africana Studies Middle and Secondary Education- Education
Ph.D., Curriculum and Instruction, specializing in Science Education, University of Florida
M.Ed., Special Education, University of Florida
B.S., Applied Physiology and Kinesiology, specializing in Exercise Physiology, University of Florida
- Specializations
K-12 science education with an emphasis on middle grades science experiences, advancing African-American girls in STEM, community-based informal STEM programs, and the role of curriculum in fostering equity in science teaching and learning.
- Biography
Natalie S. King, Ph.D. is an associate professor of science education at Georgia State University in Atlanta, GA. Her scholarly work focuses on advancing Black girls in STEM education, community-based STEM programs, and the role of curriculum in fostering equity in science teaching and learning.
King is a recipient of the 2023 National Science Foundation Alan T. Waterman Award – the nation’s highest honor for early career scientists and engineers. She was the first educator to receive this recognition.
King is also an NSF Early CAREER Award (#1943285) recipient whose research challenges the capitalist agenda for encouraging girls’ involvement in STEM. She elevates the identities and brilliance of Black girls in her scholarship, programs and grant projects.
In addition, King serves as the Principal Investigator of an NSF Noyce project (# 1852889) seeking to diversify the STEM teaching workforce.
She is the founder and executive director of I AM STEM, LLC and partners with community-based organizations to provide Black and Brown children with access to comprehensive academic summer enrichment programs that embrace their cultural experiences while also preparing them to become productive and critically-conscious citizens.
Her work is published in the Journal of Research in Science Teaching, Science Education, Journal of Multicultural Affairs, The Science Teacher, and Teaching and Teacher Education.
- Publications
King, N. S., & Upadhyay, B. (2022). “Negotiating mentoring relationships and support for Black and Brown early‐career faculty.” Science Education, 106(5), 1149-1171. (Open Access)
King, N. S. (2022). “Black girls matter: A critical analysis of educational spaces and call for community-based programs.” Cultural Studies of Science Education Special Issue: Science education and the African Diaspora in the United States. (Open Access) https://link.springer.com/article/10.1007/s11422-022-10113-8
*Louis, V. N. & King, N. S (2022). “Emancipating STEM education through abolitionist teaching: A research-practice partnership to support virtual microteaching experiences.” Journal of Science Teacher Education, 33(2), 206-226. https://doi.org/10.1080/1046560X.2021.2012957 Special Issue: Exposing and Dismantling Systemic Racism in Science Education. (Open Access)
King, N. S. (2021). “Toward an equity agenda for Black girls and women in STEM learning spaces and careers: Noticing, validating, and humanizing.” Journal of African American Women and Girls in Education. https://doi.org/10.21423/jaawge-v1i2a93 (Open Access)
King, N. S., Collier, Z., Johnson, B., Acosta, M., Southwell, C. (2021). “Determinants of Black families’ access to a community-based STEM program: A latent class analysis.” Science Education. (Open Access)
Wade-Jaimes, K., King, N. S., & Schwartz, R. (2021). “’You could like science and not be a science person:’ Black girls’ negotiation of space and identity in science.” Science Education.
King, N. S. & Pringle, R. M. (2019). “Black girls speak STEM: Counterstories of informal and formal learning experiences.” Journal of Research in Science Teaching, 539-569.