Jasmyne Yeldell’s interest in science started early in her life. It later sparked curiosity for applying a people-focused approach to make science education more accessible.
As an undergraduate biology major at the University of Miami, Yeldell took courses in education, discovering a passion for the study of teaching and learning. The intimate class settings and the care shown by professors ignited a newfound excitement for blending science and education.
As a third-year doctoral student in the UNC School of Education’s Culture, Curriculum, and Teacher Education (CCTE) concentration of the Ph.D. in Education program, Yeldell draws on prior educational and professional experiences to guide research focused on the science identity formation processes of children of color and equitable science curriculum development through hands-on education.
“I was privileged to have a mother who prioritized my interest in science by finding summer programs and other forms of science enrichment that provided a supplement to the science education I was getting in school,” Yeldell said. “These experiences showed me what science really is — messy, fun, and about asking questions and making discoveries. My mother sacrificed a lot so that I can have a high-quality education — something every child should have access to.”
At Carolina, Yeldell is part of the Science Education & Experiential Learning (SEEL) team, a group of researchers led by Troy Sadler, Ph.D., the School’s Thomas James Distinguished Professor of Experiential Learning.
The SEEL team includes researchers with experience in K-16 teaching, teacher education, curriculum development, and STEM education working to better understand teaching and learning in science and experiential education.
Yeldell is also part of the research team for the “I CAN PERSIST STEM Initiative: Advancing STEM Persistence among Undergraduate Women of Color through a Transformative Counterspace.” The initiative, funded by the National Science Foundation and led by Dionne Cross Francis, Ph.D., the Joseph R. Neikirk Professor, explores how an innovative multigenerational STEM environment can enhance STEM retention and persistence among undergraduate women of color.
Combining these projects with her own research and community engagement, Yeldell aims to address disparities among students of color interested in STEM education — bridging gaps in the development of science curriculum and enhancing access to resources that empower students to thrive.
“I want to show students that they can participate in science education or careers,” Yeldell said. “It shouldn’t feel inaccessible. I want my research to prove that science is fun and helps us understand the world around us, making it something everyone can access.”
A transformative approach
After earning her bachelor’s degree in biology in 2018, Yeldell embarked on a gap year with AmeriCorps in the Washington, D.C., area, stepping into a classroom for the first time.
Yeldell loved the classroom experience and connecting with her students. However, she became aware of systemic challenges students face. This prompted her to explore education policy, aiming to discover solutions from both global and local perspectives — leading her to graduate with a master’s degree focused on international education policy management from Vanderbilt University.
“My undergraduate science education made me question if I belonged in science – or if I was smart enough to be in school at all,” Yeldell said. “Inequitable systems sort of took all the love and interest I had in science and erased it. I fell in love with science again during my master’s program, where the shift from international professional goals due to COVID led me to focus on science education and how it can be improved for all learners.”
Yeldell joined the School’s Ph.D. program in 2021, driven by a passion to enhance her skills in curriculum development and STEM education and aiming to explore the customization of curriculum to support students and school communities.
In 2021 in the midst of the pandemic, Yeldell also recognized disparities in access to necessary tools for learning for students and families, which led her to create Access Science. The educational consulting company focuses on supporting families and educational providers in facilitating children’s science education, including tutoring and crafting engaging STEM activities.
For now, she has paused her work with Access Science to finish her doctoral studies. Once she graduates, Yeldell said she plans to relaunch the company and expand her services to schools and school districts, in addition to minoritized students and families.
“My inspiration stems from a desire to reshape these narratives, affirming that women of color can not only participate but thrive in science and STEM,” Yeldell said. “I’m committed to fostering an inclusive environment where everyone, regardless of gender or ethnicity, can step into the realm of science.”
A new direction in science education
The School’s CCTE doctoral concentration prepares students to become interdisciplinary scholars, advocating for change as innovative and transformational leaders in educational research and practice.
For Yeldell, the research experiences she has had at Carolina not only broaden her perspectives within education but also enrich her understanding of the challenges faced by minoritized communities in science curriculum.
“Learning to critically analyze and improve curriculum in different situations is a valuable skill I’ve gained,” Yeldell said. “These skills will play a big role in reaching my future goals. Plus, I now know more about research in science education, which has made me more prepared for what comes next.”
Motivated to increase accessibility and functionality in STEM education, particularly for minoritized populations, Yeldell aspires to tailor educational programs to bridge the gap between student interests and learning standards, leveraging the skills she has honed during her work within the CCTE program and applying them as she curates her dissertation.
“I hope that my research is able to add to a larger part of the narrative that is currently being re-written about science education,” Yeldell said. “Science curriculum that is student-centered and spotlights engaging in authentic scientific practice. Science education that gets students and families alike excited to participate. Science education that is high quality regardless of the neighborhood it’s being taught in — science that holds meaning to the students.”
Throughout her journey, Yeldell finds inspiration in being a role model for her young daughter, illustrating that women and girls can achieve anything in STEM with equitable support systems in place.
Her dedication to educational equity, inclusive curriculum development, and hands-on support for students drives her commitment to reshaping the landscape of science education for all learners.