Owusu hosts MLK commemoration conversation with Ruby Bridges at Yale

Stephanie Owusu is committed to “contributing to the ongoing revolution in special education, where every child's potential is recognized and nurtured, regardless of their race or neurodevelopmental differences.” The daughter of two Ghanaian immigrant parents, and hailing from Hamilton, New Jersey, Stephanie is a psychology major at Yale College, with a certificate in Education Studies. Throughout her educational career, Stephanie has strived to evaluate, design, and uplift social and emotional learning projects, focusing on creating educational interventions that seamlessly integrate academic excellence, cultural inclusivity, and applicability to diverse student populations.

Stephanie attributes her professional aspirations to her personal experiences in the classroom. During the conversation, she emphasized the significance of school beyond academics, highlighting its role in shaping identity and fostering a sense of belonging. Reflecting on her own journey, Stephanie shared, “For most of my schooling I have been in predominantly white institutions, where I felt like a diversity quota or a token of black exceptionalism. Despite its purpose of [being a place for] learning and growth, the classroom often fails to reflect students’ backgrounds and experiences, impacting their performance and sense of importance outside academia.” Her experience in the classroom fuels Stephanie’s fervent desire for societal betterment, as she actively delves into championing and empowering marginalized communities within educational environments. This work is primary in her role at the Education Collaboratory at Yale, where she contributes to Project Flourish, a collaborative initiative between Yale University, Trajectory of Hope, and Urban Assembly examining the practical application of Social-Emotional Learning (SEL) assessments in schools as an intentional tool to identify and disrupt inequities, racism, and other exclusionary practices in SEL practice.

In the Education Collaboratory, Stephanie works closely with social and emotional learning frameworks and actively engages with its progress in the field of education. Addressing pushback related to SEL, Stephanie highlighted its significance in character development and bridging societal divides. She explained, “SEL is not just about academics; it's about creating well-rounded individuals who can navigate diverse environments with empathy and understanding. It should be integrated across all subjects to ensure holistic development.”

Drawing from her conversation with Ruby Bridges and William Johnson, Stephanie underscored the importance of acknowledging and celebrating the diverse identities within the education system, especially given recent events that impact the field. She stated, “People are trying to eliminate the differences [of students] in schools, but it's those unique perspectives and experiences that should be prioritized in our curriculum. By neglecting these aspects, we risk erasing the identities of students.” She goes on to recommend how we can address this changing atmosphere “By teaching children to appreciate and celebrate differences rather than ignoring or minimizing them, we lay the foundation for a more inclusive and compassionate future. This means equipping children with the language and tools to understand and navigate issues of race, while also fostering empathy and understanding towards others. It's at the root of how we shape the next generation of positive, socially conscious citizens.”

One of the most salient themes in the conversation with Ms. Bridges and Dr. Johnson was the presence of Dr. King’s work in the fight for educational justice today. Stephanie shares that for her, “Dr. King's poignant words resonate deeply with my vision for my future work in the field of special education, particularly as I navigate the intersectionality of race and autism. My goal is to remain vigilant and proactive in promoting social change and equity within the realm of special education, merging my passions for both racial justice and autism advocacy. I believe that staying awake to the dynamics of systemic injustice and embracing new ideas are essential for creating inclusive and empowering learning environments for all students.”

As she approaches her college graduation in May of 2024, Stephanie is ready to continue investigating the intersectionality of marginalized identities, neurodevelopmental disorders, and racial equity within education as her main research interests and professional pursuits. After graduation, Stephanie plans to work towards her goal of becoming a board-certified behavior analyst, intending to leverage the valuable tools and skills she has acquired in her time at Yale. “These include evidence-based practices in behavior analysis, culturally responsive teaching strategies, and a deep understanding of the unique needs and strengths of individuals with autism. Additionally, my education has instilled in me a commitment to continuous learning and growth, as well as the importance of collaboration and advocacy in effecting positive change” Stephanie shares.

Stephanie Owusu’s conversation with Ruby Bridges and William Johnson underscored the urgent need for educational systems to prioritize inclusive practices while also uplifting diversity. In her time at Yale, she is intentionally working to gain the knowledge and experience to effectively contribute to this cause. As she continues her journey, she aims to “contribute to the ongoing revolution in special education, where every child's potential is recognized and nurtured, regardless of their race or neurodevelopmental differences."