BIPOC Educator Spotlight
Sharing stories and narratives from BIPOC educators
Richard Velasco
Clinical Assistant Professor of STEM Education at the University of Iowa
"Informed by my own personal background and experiences, I have a strong commitment in the support and promotion of diversity, inclusion, and representation (DIR) in education. I was born and raised in Guam, and my parents are immigrants from the Philippines. My family had very little financially, and growing up, I quickly learned the benefits of hard work and being resourceful with what I had. And while there was indeed many obstacles and barriers to overcome, I nevertheless endeavored to advance my learning and pursue higher education.
I am currently a clinical assistant professor of STEM education at the University of Iowa in Iowa City, Iowa. Prior to this position, I was a middle school math teacher in Guam where I was born and raised. I was also an adjunct math instructor at the University of Guam. While in Guam, I was a recipient of the 2014 Presidential Award for Excellence in Mathematics and Science Teaching and was appointed Guam Middle School Teacher of the Year in 2015. Then, in 2016 I moved to WA state where I taught high school math and was also selected to be part of a 10-member cohort of STEM education advocates known as STEM Teacher Ambassadors, which is synonymous for the program from which I was trained in policy advocacy. The STEM Teacher Ambassador program was funded by the National Science Foundation and was jointly spearheaded by the National Science Teaching Association and the National Council of Teachers of Mathematics.
As a person of color in an American island territory and a first-generation college student, I know very well the difficulties and challenges that many students with disadvantaged backgrounds face and have always sought opportunities to support student success to my fullest capacity. Now in my professional career in higher education, I have had opportunities to advance DIR as informed through my scholarship, teaching, and service in the field of STEM education."
2021 Virginia Teacher of The Year
"You're looking at an individual who had many obstacles and many hurdles to come over. I had an absent father. My mother fought drug addiction and alcoholism, and I ended up in the system in the foster care system at age nine, and I stayed there and became a permanent ward of the state until age 21. I learned how to advocate for myself by going to the guidance counselor every day in high school, and I filled out those applications for scholarships and grants, so I put my own self through undergrad and earned a Bachelor of science degree with many scholarships and many grants and a few student loans. Now I'm currently pursuing a doctorate degree from Walden University on a full ride scholarship this year. if you're thinking about becoming an educator it’s not impossible. No matter your background, you can do it."
Mr. Swann was selected as the Virginia Teacher of The Year in a field of candidates where he served as the only Black, male educator represented, during different levels of the selection process, including the final selection. Mr. Swann currently serves as an instructional coach and serves as the first sitting teacher on the Virginia Board of Education.
Sabrina K. Suluai-Mahuka
2021 American Samoa Teacher of The Year
"I grew up as an “afatasi” or what you would call half caste of half of one because I am Samoan, Filipino and Chinese. Growing up I struggled with my identity and that struggle eventually led to many insecurities. It wasn’t until much later as an adult that I learned to embrace my multiracial background. Because of this, I make it a priority to encourage my students to celebrate themselves. I teach them to be proud of their culture and their heritage and to use their differences as a backboard to propel themselves forward. For my senior English class, we actually write essays that showcase their uniqueness and their journey growing up on a minute island. Together, we discover how their culture and their upbringing are pillars of strength and that they should never let anyone make them thing otherwise. This year will be my 11th year as a teacher in American Samoa, and now more than ever, I am motivated to teach my students to not only celebrate themselves, but to also use their culture and heritage to break boundaries and overcome the hurdles that life throws at them."
Edney Apulu
2020 American Samoa Teacher of The Year
“We often sacrifice money and time to make that lasting impression on the lives of our students whom we claim as our own children. I strongly believe in fulfilling our Tafuna High School Mission statement: To encourage effective positive interactions between Students, Teachers, Staff, Administrators, Community and Government. When all is said and done, I strongly believe it is the relationships that matters when you attempt to teach your students. Commitment and effort put into every statement and action knowing that these kids are an investment that will carry our name into the future. I find it very encouraging that my students are very open with me. They would freely express their minds and share their opinions on lessons even if they do not agree with me sometimes. I would make myself available so they would share with me challenges and struggles they face daily with peer pressure, relationships, financial problems etc. However, I never fail to remind them that I am their teacher. There is always a balance with everything. You have to teach your students that respect is earned not taken. My students are the reason I do what I do. They make teaching the greatest and most rewarding profession, and I am proud of being an educator for that reason.”
Kim Anderson
Algebra 1 with Probability Teacher, Hueytown High School, Jackson County, AL
“As a colored teacher who is constantly thinking about how to best represent and advocate for my students, the words diversity, inclusion, and representation are significant. I hate to look at situations from a racial perspective but the reality is that racism and discrimination against people of color still exists today. I’m always looking for ways to properly educate students so that they can be appropriately represented in the workforce and post secondary institutions. When students of color do not have the knowledge needed in upper level science, technology, engineering, and math courses (STEM), they often times have to take jobs where they are minimally paid causing families of color to remain in poverty. This is the reason why I’m still in education to make sure my students, especially students of color have the mathematical skills needed to work in this technology driven workforce.
Teachers and students of color often times have to struggle to get into the same positions as their non-colored colleagues and peers or they are only given the position based on their race and not their qualifications or experience. I’ve struggled and have been discriminated against just because I am a person of color even though I had the same level of education/experience. This is what I aspire to change. I want the world to see a person, regardless of their skin color, based on their character, experience, and education.”
Angela Rodgers
Retired Educator
“As an educator of color who comes from a family of educators, representation in education has always been important to me. I began my career in California and taught many ethnicities. In that environment in the late 80’s and early 90’s, students and parents were accepting of an educator who was a person of color. I was able to enrich my students’ knowledge of a person of color as well as a person from the South. I taught at a non-public high school in South Pasadena, CA. My last year, ALL of my students showed up for our End of the Year Ceremony. My goal was to make each student feel important, and I think I did. I moved back to Alabama and taught social studies for 7 years and was a middle school counselor for 20+ years. It was important for me to make sure all students felt school was a place where they belonged.”