As a Black man who has navigated both learning and teaching spaces, I recognize the importance of this work. Tonya Woolfolk combines research, lived experience, and practical strategies that celebrate the brilliance of Black boys in science. This book is a must-read for any educator dedicated to genuinely supporting student success.

Kristopher J. Childs, K Childs Solutions

Tonya Woolfolk’s book purposefully and deliberately explores the vital and consequential role of teachers in the lives of Black males in science class. Drawing upon empirical studies and her own experience as an accomplished educator, Woolfolk offers essential insights about working with Black male students in the science classroom. This book is an important read for any educator. It is a reminder that teachers consistently cultivate hope and make a difference in the classroom.

Julie A. Luft, University of Georgia

Grounded in her rich experience and deep commitment to ensuring all students can learn, Tonya Woolfolk shines a light on how cultivating hope, self-determination, and agency can transform science learning for Black male students. She offers practical and culturally relevant strategies that build confidence for black male students to succeed. This powerful work reminds us that when we nurture students’ sense of identity and possibility, we open doors for every learner to thrive in science.

Page Keeley

This book shines a light on a very important topic that is not spoken about enough. As a Black male, I resonate with a lot of the struggle discussed throughout the book, and I am so excited about the upward trajectory because of the research in this work.

Daryl Williams Jr., Pursuit of Excellence

In Hope in Focus, Woolfolk offers insights from research and practical strategies to support Black male achievement in science and beyond. She invites the reader to analyze real classroom scenarios and explore research that will transform their teaching practices. I have no doubt that this book will instill hope in countless educators, classrooms, and Black male youth across the country.

Emily Morgan

Often, when identity work is discussed in education, the language of the book seems to speak to white teachers. Although this book is helpful for STEM teachers of all backgrounds, it powerfully centers Black and Indigenous students, educators, and experiences in its approach. This is a refreshing addition to the field.

Emily J. Yanisko, American University

This publication, Hope in Focus: Black Males and Success in Science, written by talented author and educator Dr. Tonya Woolfolk, demonstrates that when educators center hope as well as pathways and agency thinking within Black male science students, there is a shift from deficit mindsets (hopelessness) to seeing the strengths and talents they inherently embody as agents of their own learning. Dr. Woolfolk gives the reader intentional instructional strategies and reflective cultural insight into the genius of Black males in the discipline of science, which is too often unseen. The results that she garnered through this cultural empowerment model, ultimately fostering academic success with Black males in K–12 science classrooms, is replicable and should be embraced by all educators. She gives us the tools and walks us through the process! This book is a must-read for educators seeking transformative impact with all students, especially Black male students.

Sonja Hollins-Alexander

Tonya Woolfolk transforms her passion for equity into a powerful roadmap for change. Her work, combining rigorous scholarship with practical classroom strategies, provides educators with essential tools to foster hope and achievement among Black male students. This book is a must-read for anyone committed to equity, access, and belonging in STEM education.

Patricia Morgan, The Executive Learning Lab

Hope is more than a feel-good word. It’s a powerful concept that can be transformed into a teachable and measurable skill. Using vignettes, examples, and current research, Woolfolk describes how to leverage the Hope Theory to improve the academic performance of Black male students in the science classroom. When students believe they can achieve their goals, they are more likely to reach their fullest potential in science and beyond.

Karen Ansberry, NSTA Press