While growing up in Philadelphia, educator Brooke Williams experienced a tale of two inequitable classrooms. The socioeconomic disparities that entrenched the city’s school system became evident when she transitioned from private to public school as a child.

“There were gaps in resources, support, and learning opportunities,” Williams told Columbia Neighbors. “Those inequities bothered me as a kid and still do even as an adult.”

Since making the pivot from corporate to the classroom, the Harlem-based special education teacher and math specialist at P.S. 046 Arthur Tappan—whose family has a generational legacy of empowering youth through education—has been dedicated to cultivating learning environments where youth Uptown see themselves reflected in the STEM space.

With the support of the Columbia-NYU COSMOS-NewLAW Research Experience and Mentoring for Teachers (REM/RET) initiative, she’s been able to curate culturally relevant learning experiences for her students that are rooted in building self-efficacy. We spoke with Williams about representation in the STEM space, the state of education in New York City, and being part of the COSMOS team that won national honors at this year’s Emerging Researchers National (ERN) Conference in STEM.

How did your upbringing shape your perspective on education?

My upbringing had a significant influence on my career path in teaching. I was raised by my grandmother, who was an educator. Two of my sisters are teachers as well. Beyond the examples of educators within my family, it was during childhood when I started to witness and experience inequities within the school system.

I started out in private school, but due to other financial obligations my family had, we switched to public school. I instantly noticed a huge difference between a public school education versus a private school education. There were gaps in resources, support, and learning opportunities. Those inequities bothered me as a kid and still do, even as an adult. Changing the narrative and working towards solutions to address the disparities inspired me to transition into education.

You initially launched your career in the business industry, when did you decide to pivot from corporate to the classroom? What inspired you to build the foundation of your teaching career in Harlem?

I’m a career changer. I spent nearly two decades in corporate America. I was a project manager teaching companies about the ins and outs of global logistics management. The monotony of my role motivated me to set out to do something different. I was bored. Although business and education might seem like they’re worlds apart, I started to notice how effective the training manuals I wrote for my clients were. That’s when I realized how my skills in the corporate space could transfer into the classroom.

If I could write training manuals well enough for people to grasp the different concepts, then I could put together a lesson plan. The same time I was thinking about making the career change was when my daughter and I wanted to move out of Philadelphia for a fresh start. We ended up moving to New York where I joined the New York Teaching Fellows program and the rest is history.

Before I made the official move to New York City, I would visit different boroughs. In Harlem, the atmosphere, the vibe, and the culture drew me to the community. Everything that you read and hear about was all there. I knew it was the place where I wanted to lay roots. I wanted my daughter to go to school in the community. I knew I wanted to work here. I’ve been here throughout my entire career.

How did you get involved with COSMOS? How has the knowledge you’ve garnered through the program contributed to your mission of elevating STEM education Uptown?

I joined the program the year after it launched and I’ve been a part of it ever since. I’m always looking for different research opportunities for teachers; something I can learn and then bring into my classroom in an immersive way to keep my students engaged.

Through COSMOS, gaining insight into different technologies and STEM concepts and then being challenged to figure out how I can incorporate these things into my curriculum where my students are learning and having fun simultaneously, was an eye-opener for me. The COSMOS program showed me how bringing real-life scenarios into the math classroom can create enriching learning experiences.

Whether it’s learning about the process of creating video games or how people can troubleshoot phones through wireless communications, the students get to see how the STEM concepts they’re learning are applied in real life and they’re going home and sharing that knowledge within their families and communities.

Within the COSMOS community, there’s a lot of knowledge sharing, and in some cases, our students have the opportunity to see what youth across different schools are learning and working on which serves as inspiration for them.

What was your experience like at the Emerging Researchers National (ERN) Conference?

This was my first year going to the conference in person. Being in the moment, going to different seminars, and connecting with teachers about the learning experiences they created for their students was insightful. It was great being amongst peers. The COSMOS community has become like a family.

I started the program as a participant and then became a mentoring teacher. Seeing the energy and enthusiasm the educators have within each cohort and having them incorporate projects we worked so hard on the first couple of years of the program into their curriculum has been great to witness. It illustrates the impact of COSMOS. As educators, we all feel supported and empowered within the COSMOS community.

What are your thoughts on the current state of education in New York City?

The lack of funding for public schools has been tough to navigate. Many schools are under-resourced, and there’s a myriad of issues that stem from the complete utter learning loss that happened during the COVID-19 pandemic. We’re still dealing with literacy issues, absenteeism, and a lack of student engagement. The lingering effects of the trauma experienced by children during the pandemic are still showing up in the classroom.

As educators, we have to think outside of the box to create engaging learning environments to keep our students wanting to come to school, show up, and put the effort in. It can be difficult, but as teachers, we’re dedicated to seeing our students succeed and thrive.

Can you talk about the importance of taking a holistic approach to teaching and the role it plays in helping youth build self-efficacy?

Teaching holistically is about going beyond academics. You have to keep the whole child in mind, and that’s where social-emotional learning comes in. For educators, it’s all about cultivating a support system for our students versus simply being the person who delivers the academics. A way to create that support system is to focus on building a bridge with their parents and caretakers. At my school in Harlem, we’re big on parent outreach. We make sure to send home resources for our parents so they can help the students continue the work at home.

Another way of building self-efficacy within our students is by empowering them to take risks with their learning. A lot of people—despite their age—have a fear of math and are quick to dissociate themselves from the subject. It’s all about removing that fear of thinking they can’t do it and providing academics in a way that supports them. I’m big on productive struggle. As long as you keep trying, you’ll find the answer.

When my students find a solution to a problem, the light bulb instantly turns on. That gratification builds their confidence. The confidence that is present in the classroom translates to other areas of their lives. Parents start to see maturity, responsibility, and accountability within their children. All in all, supporting the whole child means supporting their family, providing resources, and building those relationships.

Can you share your thoughts on the role representation plays in empowering youth to pursue STEM careers?

In today’s age, you have more women and people of color getting into STEM. A big part of our STEM class is showing our students examples of representation. It’s also important to teach them about different career pathways that align with their interests. We host career fairs where we bring in different people to talk about their journeys and we go on museum tours so they can explore the history behind the areas they are interested in.

I’m also big on drawing connections from their innate qualities to different career areas. For example, the way a student may methodically approach their school work can translate into one day potentially becoming an engineer. We start having these conversations early because the seventh-grade year often determines what high school you attend. Having these purposeful conversations and experiences can change their outlook. It’s about helping them build self-awareness and self-confidence by getting them interested and providing them with resources.

What’s on the horizon for you in the education space?

I am participating in Columbia’s Center for Smart Streetscapes (CS3) program this summer. It’s a STEM-focused program and I’m excited about that. I’ve also started a mathematics leadership program via Bank Street. I’m working on my third master’s degree in leadership building. I want to continue to build upon my experiences and explore topics in research for teachers in STEM.

Learn more about how you can get involved with the NSF COSMOS-NewLAW-CS3 Research Experience and Mentoring for Teachers (REM/RET).