B.S. Biology, University of North Carolina at Chapel Hill (1988)
M.S. Biology & Secondary Education, North Carolina Agricultural & Technical State University (1992)
Ph.D. Science Education, Florida State University (2003)
Dissertation: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Postdoctoral Fellow in the Center for Curriculum Materials in Science, & Visiting Faculty, Michigan State University (2003 - 2005)
Science Teacher Education; Diversity, Equity & Social Justice Education; Urban and Multicultural Education
Doctoral and junior faculty career development (preparing future teacher educators)
Diversity, Equity, and Social justice (science teaching and teacher education)
Identity (positional identity and science teacher identity)
Critical race theory, Teacher education & Intersectionality (Teachers of Color; Teacher educator preparation)
Culturally relevant, Culturally responsive science teaching (Curriculum development, Teacher education)
Qualitative research methods (ethnography, case study, narrative, grounded theory, phenomenology)
STEM education (Science, Technology, Engineering, Mathematics curriculum development)
Selected Publications-- See CV in the Documents tab for a full list
Riley, A.D., & Mensah, F.M. (2024). “Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers. Journal of Research in Science Teaching, 61(4), 809-840. DOI: 10.1002/tea.21912
Riley, A.D., & Mensah, F.M. (2022). “My curriculum has no soul!”: A case study of the experiences of black women science teachers working at charter schools. Journal of Science Teacher Education. DOI: 1080/1046560X.2022.2028710
Mensah, M. (2022). Educating Klaren: Neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students. Cultural Studies of Science Education, CADASE Special Issue on African American Students and STEM Education. DOI: 10.1007/s11422-022-10111-w
Mensah, F.M. (2022). “Now, I see”: Multicultural science curriculum as transformation and social action. The Urban Review, 54, 155-181. DOI: 1007/s11256-021-00602-5
Chen, J.L., & Mensah, F.M. (2022). Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary teachers of color. Science Education, 106(2), 385-411. http://doi.org/10.1002/sce.21699
Mensah, F.M. (2021). Preparing teachers for racial literacy and anti-racist teaching. Science Teacher Education, 90(November), 9-15.
Gist, C.D., Bristol, T.J., Mensah, F.M., & Philip, T. M. (2021). Committing to racial justice and equity in teacher preparation (pp. 14-17). Kapan Special Report, Building a More Ethnoracially Diverse Teaching Force: New Directions in Research, Policy, and Practice.
Mensah, F.M. (2021). “Now, I see”: Multicultural science curriculum as transformation and social action. The Urban Review. DOI: 1007/s11256-021-00602-5
Rosa, K., & Mensah, F.M. (2021). Decoloniality in STEM research: (re)framing success. Cultural Studies of Science Education, 16, 501-508. https://doi.org/10.1007/s11422-020-10008-6
Serpagli, L., & Mensah, F.M. (2021). Keeping up with the digital natives: Using social media in an all-girls’ science classroom. School Science and Mathematics Journal, 121(5), 28-289. http://doi.org/10.1111/ssm.12471
Mensah, F.M. (2021). Culturally relevant and culturally responsive teaching in the elementary science classroom. Guest Editorial. NSTA Science Scope, March/April, 58(4).
Levy, A.R., & Mensah, F.M. (2021). Learning through the experience of water in elementary school science. Water, 13(43), 1-31.https://doi.org/3390/w13010043
Watkins, S.E., & Mensah, F.M. (2019). Peer support and STEM success for one African American female engineer. Journal of Negro Education, 88(2), 181-193. DOI: 10.7709/jnegroeducation.88.2.0181
Mensah, F.M. (2019). Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal, 56(4), 1412-1456. DOI: 10.3102/0002831218818093
Chen, J., & Mensah, F.M. (2018). Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439. DOI: 1080/1046560X.2018.1469187
Mensah, F.M., Brown, J., Titu, P., Rozowa, P., Sivaraj, R., & Heydari. R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147. DOI: 1046560X.2018.1425820
Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1-38. http://www.tcrecord.org ID Number: 21958.
Ashby, P., & Mensah, F. M. (2018). Ashby, P., & Mensah, F. M. (2018). Critical chemistry education in a private, suburban high school. Research in Science Education, 1-30. DOI: 10.1007/s11165-018-9690-2
Underwood, J.B., & Mensah, F.M. (2018). An investigation of science teacher educators’ perceptions of culturally relevant pedagogy. Journal of Science Teacher Education, 28(1), 46-64. https://doi.org/10.1080/1046560X.2017.1423457
Taher, T., Mensah, F.M., & Emdin, C. (2017). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. Universal Journal of Educational Research, 5(11), 1853-1862. DOI: 10.13189/ujer.2017.051101
Rosa, K., & Mensah, F.M. (2016). Educational pathways of Black women physicists: Stories of life. Physical Review Physics Education Research, 12(1), 020113-15.
See CV for full list
Daniel A. Yaverbaum (PhD, Spring 2024), Transforming reference frames: How mental models for velocity evolved through a physics curriculum framed by the principal of relativity |
Alexander Brosseau (EdD, Interdisciplinary, Spring 2024), A pedagogy of absence |
John Lee (PhD, Spring 2024), Developing cultural competence: Exploring students’ understanding of cultural competence in an entry-level physical therapy program |
Jessica Fagan Weedon (PhD, Fall 2023), An exploratory research study: Investigating the experiences of high school physical science teachers in the United States during the COVID-19 pandemic |
Daria Vasilyeva (PhD, Fall 2023), Clinical teacher identity as told by early mid-career clinical dental instructors |
Leana Peltier (PhD, Spring 2023), “I found a science family!” Elementary teachers’ structure and agency in vertical science professional learning community moving beyond silos |
Andrea Horowitz (EdD, Spring 2023), Teaching during the triple pandemic: It’s so deeply personal |
Allison Bookbinder (PhD, Spring 2022), Teacher leadership and science instructional practice: Teaching elementary science in a time of crisis |
Cole Entress (PhD, Spring 2022), You can’t do everything: In search of better, more equitable secondary science methods courses |
Alexis Riley (PhD, Fall 2021), From whence we came: Womanist pedagogy and anti-racist teaching as discussed by Black women science teachers [Assistant Professor, New York University; Assistant Professor, California State Los Angeles] |
Julia Sable (PhD, Science Education, Fall 2021), The frontiers of science: A case study for understanding multi-disciplinary inquiry-based college science |
Jacqueline Horgan (PhD, Spring 2021), “I’m ready for scientificial duty”: Young museum program alumnus’ orientations towards science |
Colette Cecile Young (EdD, Fall 2020), Exploring the foundations of creating, implementing, evaluating, and revising science, technology, engineering, the arts, and mathematics (STEAM) curricula in the classroom [Assistant Director, Summer Principals Academy, NYC] |
Samir Biswas (PhD, Spring 2020), Exploration of differences in the beliefs and attitudes of biology, chemistry, earth science, and physics teachers on multiculturalism in secondary science classrooms |
Ava Javid (EdD, Spring 2020), Beginning science teachers’ agency: An exploratory study of choice and the role of technology for continued learning |
Megan Dansby Russell (EdD, Spring 2020), Understanding the academic help-seeking strategies and experiences of black first-generation engineering undergrads [Inaugural Dean of DEI, Brown University] |
Kristen Larson (EdD, Spring 2020), Forming science teacher identity: The role that identity plays in designing learning goals and classroom-based formative assessments [Postdoctoral Fellow, Mercy College] |
Jite Lark (EdD, Spring 2020), Culturally relevant teaching and multicultural education in pre-service teachers STEM courses and in-service teachers advanced placement STEM courses |
Erika Gillette (EdD, Spring 2020), The teaching of science to refugees in Greece: A multi-site case study of volunteer educators in non-formal education setting |
Roya Heydari (PhD, Spring 2020), The impacts of informal science education on students’ science identity and understanding of science inquiry [Associate Director of Faculty Assessment, Columbia University] |
2024 AERA Scholars of Color in Education Distinguished Career Contribution Award (competitive): This annual award scholars in various stages in their careers who have contributed significantly to the understanding of issues that disproportionately affect minority populations, and minority scholars who have made a significant contribution to education research and development.
2024 Association of Science Teacher Education, Outstanding Mentor Recipient, Award II (nominated by mid-level colleagues in the field, competitive): This annual award recognizes the valuable contributions of mentors to the profession of science teacher education.
2023 Visiting Scholar Lecture. Monash University, Australia
2023 Marquis Who’s Who in America
2022 Teaching Innovations Award, The Center for Teaching and Learning, Columbia University. (University guide featuring exemplary faculty innovations in teaching and learning during the COVID-19 pandemic)
2021-22 Pedagogical Innovation Fellows Program, Digital Futures Institute, Teachers College
2021 Official Pulitzer Center Champion, The 1619 Project
2021 Institute for Teachers of Color Committed to Racial Justice, ITOC Teacher Educator Fellow
2020 A Vision for the Next Phase of JRST, Journal of Research in Science Teaching. Most frequently downloaded paper of 2019
2017 Mentor Award Nominee, SACNAS - Society for Advancement of Chicanos/Hispanics and Native Americans in Science (nominated by former student, competitive)
2017 Paul Anderson Award for Exceptional Effort, Text and Academic Authors Association (Presented by Organization’s Council)
2017 Outstanding Science Teacher Educator of the Year Award Recipient, Association of Science Teacher Education, Award 1, Level 2 (>10 years) (nominated by senior colleague in the field (competitive): This award is given annually to the person who most significantly impacted science teacher education nationally.
2016 A Seat at the Table Award, Black Student Movement (BSN), Annual Black History Gala, Teachers College, Columbia University (Executive Board nomination)
2013 Office of Student Organizations Faculty Award, Advisor to the Black Student Network (BSN), Teachers College, Columbia University (Staff nomination)
2012 Early Career Award, American Educational Research Association, Division K, Teaching and Teacher Education (nominated by senior scholars in field of science education) (competitive)
Conference Presentations & Proceedings (*) Peer Reviewed; (^)Former/Present Student Collaborator
1. *Mensah, F.M. (2014, July). Innovations in teaching and learning: Using simulations in science teacher education. TAA Annual Conference. Baltimore, MD.
2. *Mensah, F.M. (2014, April). "How do I see myself?": Using critical race theory to uncover science teacher identity. NARST Annual Conference. Pittsburgh, PA.
3. *^Benedis-Grab, G., & Mensah, F.M. (2014, April). Developing self-efficacy through the use of cloud-based collaboration in an elementary science methods course. NARST Annual Conference. Pittsburgh, PA.
4. *^Taher, T., Mensah, F.M., Emdin, C. (2014, April). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. NARST Annual Conference. Pittsburgh, PA.
5. *^M. J. Castaldi, J. Epstein, J. Brauner, F. Mensah, C. Emdin, & P. Redden. (2014, April). Enhancing the undergraduate research experience at a small liberal arts chemistry department. American Chemical Society Annual Conference. Dallas, TX.
6. *Mensah, F.M., ^Jackson, I., ^Macaluso, S., ^Mahfood, D., ^Ronan, D., & ^Simpson, R. (2014, January). Implementation of edTPATM as a community of practice. ASTE Annual International Conference, San Antonio, TX.
7. *^Daftedar, R., & Mensah, F.M. (2014, January). The globalization of science education: A case study of teacher identity dissonance. ASTE Annual International Conference, San Antonio, TX.
8. *^Robbins, G., & Mensah, F.M. (2014, January). "Mees, I no understand": Using inquiry in a science classroom of diverse cultures, languages, and English proficiencies. ASTE Annual International Conference, San Antonio, TX.
9. *^Gomes, C., & Mensah, F.M. (2013, July). The impact of technology on students with disabilities achieving scientific literacy. Proceedings of the 5th Annual International Conference on Education and New Learning Technologies. Barcelona, Spain.
10. *Meier, E.B., Horton, D.M., Mensah, F.M., & Sanchez, R. (2013, April). A model for engaging urban teachers in designing STEM projects in classroom environments. AERA Annual Conference, San Francisco, CA.
11. *Mensah, F.M. (2013, January). Pre-post comments of teacher and science teacher identities from elementary preservice teachers of color. ASTE Annual International Conference, Charleston, SC.
12. *^Benedis-Grab, G., & Mensah, F.M. (2013, January). Using cloud-based collaboration in an elementary science methods course. ASTE Annual International Conference, Charleston, SC.
13. *^Corvo, A.F., & Mensah, F.M. (2013, January). Utilizing the National Research Council's (NRC) conceptual framework for the Next Generation Science Standards (NGSS): A self-study in my science, engineering, and mathematics classroom. ASTE Annual International Conference, Charleston, SC.
14. *^Lyman, A., & Mensah, F. M. (2013, January). Standards-based construction of 9-12 science curricula: A case study approach. ASTE Annual International Conference, Charleston, SC.
15. *^Ronan, D., & Mensah, F.M. (2013, January). Science-teaching identity and motivation: Ethnography of an urban elementary school implementing a science specialist model in a high stakes testing environment. ASTE Annual International Conference, Charleston, SC.
16. *Mensah, F. M., & ^Jackson, I. (May, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.
17. *^Berg, A., & Mensah, F.M. (April, 2012). De-marginalizing science in the early elementary classroom: Supporting teachers to teach science in reform-oriented ways. AERA Annual Conference, Vancouver Canada.
18. *Mensah, F. M., & ^Jackson, I. (March, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Poster presentation. NARST Annual International Conference, Indianapolis, IN.
19. *^Gomes, C., & Mensah, F.M. (January, 2012). Science education and the use of assistive technology for students with learning differences. ASTE Annual International Conference, Clearwater, FL.
20. *Marrero, M., Riccio, J., ^Dashoush, N., & Mensah, F.M. (January, 2012). STEM professional development in an online fellowship program: Impacts on teacher beliefs and practices. Themed-paper set. ASTE Annual International Conference, Clearwater, FL.
21. *Mensah, F.M., & Lang, L. (January, 2012). Inservice teachers learning inquiry and teaching preservice teachers about inquiry. ASTE Annual International Conference, Clearwater, FL.
22. Bertrand Jones, T., Mensah, F.M., & Rich-Rice, K. (June, 2011). Soaring to new heights: Sisters of the Academy Institute writing programs. TAA Annual Conference, Albuquerque, NM.
23. *Mensah, F.M., & O'Neill, T. (April, 2011). Who has control over the science curriculum? NARST Annual International Conference, Orlando, FL.
24. *^Rosa, K., & Mensah, F.M. (April, 2011). Science teachers' views on cultural diversity: Contributions from anthropology. NARST Annual International Conference, Orlando, FL.
25. *^Gunning, A., & Mensah, F.M. (January, 2011). Microteaching: The value of mastery experience in a science methods course. ASTE Annual International Conference, Minneapolis, MN.
26. *Mensah, F.M., & O'Neill, T. (January, 2011). In partnership for diversity goals: Developing elementary teachers of science. ASTE Annual International Conference, Minneapolis, MN.
27. *Mensah, F.M. (March, 2010). Using observation prompts in the elementary field placement as a means to inform practice. NARST Annual International Conference, Philadelphia, PA.
28. *Mensah, F.M. (January, 2010). "Making progress and figuring things out": Engaging elementary preservice teachers in inquiry learning. ASTE Annual International Conference, Denver, CO.
29. *Moore Mensah, F. (May, 2009). Student presentations on science education. Paper presented at the Annual Sharing Our Success in Urban Science and Math Teaching Conference, New York University, New York, NY.
30. *^Brotman, J.S., & Moore Mensah, F.M. (April, 2009). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Paper presented at the NARST Annual International Conference, Orange County, CA.
31. *^Mallya, A., & Moore Mensah, F.M. (April, 2009). A case of critical science agency: Urban youth use C3 science to navigate their food and activity environments. Paper presented at the NARST Annual International Conference, Orange County, CA.
32. *^Marrero, M., & Moore Mensah, F.M. (April, 2009). Socioscientific decision making and the ocean: A case study of 7th grade life science students. Paper presented at the NARST Annual International Conference, Orange County, CA.
33. *Moore Mensah, F., Catlin, J., O'Neill, T., & Johnson, V. (January, 2009). Initiating school-university science partnerships for the preparation of elementary teachers in an urban middle school. Interactive Paper-Poster presented at the ASTE Annual International Conference. Hartford, CT.
34. *^Gunning, A., & Moore Mensah, F. (January, 2009). One preservice elementary teacher's development of self-efficacy and confidence to teach science: A case study. Paper presented at the ASTE Annual International Conference. Hartford, CT.
35. *^Cooke, N. & Moore Mensah, F. (January, 2009). The emergent teacher voice: Identity development of preservice elementary teachers. Paper presented at the ASTE Annual International Conference. Hartford, CT.
36.
*^Benedis-Grab,
G., & Moore Mensah, F. (January,
2009). A collab
37. *Moore, F.M. (March, 2008). Using multicultural curricular frameworks in elementary science lesson plans. Paper presented at the NARST Annual International Conference. Baltimore, MD.
38. *Moore, F.M. (2008, March). A pedagogy of multiple theoretical perspectives: Building a foundation to stand on: Using course readings in an elementary science methods course. Paper presented at the NARST Annual International Conference. Baltimore, MD.
39. *Moore, F.M. (March, 2008). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science curriculum. Paper presented at the AERA Annual International Conference. New York, NY.
41. Moore, F.M. (July, 2007). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science lessons. Paper presented at the CCMS Summer Knowledge Sharing Institute. Washington, DC.
44. *^Catlin, J.N., & Moore, F.M. (January, 2007). I want to, because I can! Urban middle school students' quest for knowledge in an after school science program. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
45. *Moore, F.M. (January, 2007). Presentation of dialogue: Preservice elementary teachers' views of their science teacher identity. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
47. *Moore, F. (September, 2006). Mapping the diversity and social justice landscape. Paper presented at the Science Education at the Crossroads Conference. Ogden, UT. On-line proceedings, http://www.sciedxroads.org
48. *Moore, F.M., & ^Mallya, A. (July, 2006). Diversity and social justice in curriculum materials: Student agency and teacher learning. Presentation presented at the CCMS Knowledge Sharing Institute, Ann Arbor, MI.
49. *Moore, F. (April, 2006). Identity, agency, and preservice teachers' construction of both in becoming agents of change. Paper presented at the NARST Annual Conference. San Francisco, CA.
50. *Moore, F. (April, 2006). Using book clubs to introduce elementary preservice teachers to issues of diversity in science teaching and learning. Paper presented at the NARST Annual International Conference. San Francisco, CA.
51. *Moore, F. (September, 2005). Is this just too diverse to handle? Paper presented at the Science Education at the Crossroads Conference. Storrs, CT. On-line proceedings, http://www.sciedxroads.org
52. Moore, F.M. (July, 2005). Beliefs & attitudes of elementary pre-service teacher education students toward diversity in science teaching & learning. PowerPoint presentation presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
53. Moore, F.M. (July, 2005). A curriculum design project for preservice elementary teachers: Using the Project 2061 criteria for curriculum development. Paper presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
54.
*Moore,
F.M. (April, 2005). The advantages of a postdoct
55. *Moore, F., Sowell, S., Letts, W., & Brandt, C. (April, 2005). Poststructuralist possibilities: Using feminist poststructuralist theories for making sense in science education research. Paper presented at the NARST Annual International Conference. Dallas, TX.
56. *Moore, F.M. (April, 2004). Stories, experiences and lessons: Relations of power in science teaching, leaning, and professional development. Paper presented at the NARST Annual International Conference. Vancouver, British Columbia.
57. Moore,
F.M. (February, 2004). Projects & activities. Post-doct
58. *^Paterna, R.L., & Moore, F.M. (October, 2004). Preservice teachers' familiarity and use of technology in science teaching. SAETS Annual International Conference, Gainesville, FL.
59. *Moore, F. (January, 2004). "Teaching is more . than I first imagined": A preservice teacher's experiences in the field. Paper presented at the AETS Annual International Conference. Nashville, TN.
60. *Settlage, J., Southerland, S.A., Moore, F., Schadman, A. (January, 2003). The rise (and fall) of teacher efficacy: The role of the methods course and classroom context. Paper presented at the AETS Annual International Conference, St. Louis, MO.
61. *Moore, F.M. (October, 2002). Ways of knowing in the context of home, school, and teaching: Implications for science teaching. Paper presented at the SAETS Annual International Conference, Kennesaw, GA.
62. *Moore, F. (January, 2002). On the other side of the tracks. Paper presented at the AETS Annual International Conference, Charlotte, NC.
63. *Hancock, E., Moore, F., & Sowell, S. (October, 2001). Practicing teacher's reflections about completing a portfolio for a distance learning graduate program. Paper presented at the SAETS Annual International Conference, Tampa, FL.
64. *Moore, F.M. (April, 2001). Re-designing curriculum that covers students' personal interests, attitudes, and multiple inabilities. Proceedings of the 41st International World Education Fellowship Conference. Sun City, South Africa.
65.
Moore,
F.M. (March, 2001). Science lab
NARST 2016 Conference Paper