Teaching Data Science as a Tool for Empowerment
“I feel stuck.” When a student said these words to me during one of my discussion sections, I too became stuck in that moment. I froze and stared out at the crowd of other students staring back at me, as they waited for a response to this feeling. I told her that feeling of being stuck might actually be good for her. The student had clearly read all the course material and understood it. But she was “stuck” about how to move from theory to practice to solutions. She had been so used to using technology and her technical skills to immediately solve issues that stopping, pausing, and reflecting on the implications of her problem-solving capabilities in the real world was not something she was asked to feel or think about often. The professor followed up with her and the entire class in his next lecture after I reported this to him and acknowledged that it was okay to be “stuck” when you’re first learning about the intersection of data, race, and injustice. He told students that he wanted them to get away from looking for immediate solutions, but to feel, think and reflect first. It was these words that then empowered and reinvested the student in the course.
In an era where data permeates every aspect of our lives, the ability to critically analyze, interpret, and leverage data is more than just a technical skill. It has evolved into a tool and means of empowerment. My work in helping teach data science at UC Berkeley and working to build a data-driven culture with the nonprofit Roadmap to Peace (RTP) has reinforced my belief that teaching about how data and data science impact marginalized communities is crucial. As an educator, facilitator, and aspiring culturally responsive data scientist, I strive to create spaces where students and community members can reclaim the power of data to advocate for justice, inform decisions, and drive systemic change.
Class Act: Centering Justice in Data Science Education by Working with Professor Mauricio Najarro
I believe in the power of education and using it as a tool to inform, especially about data science and data. That’s why I wanted to serve as a Graduate Student Instructor at UC Berkeley this spring semester in the College of Computing, Data Science and Society. This spring semester, I am helping teach a course called Data 4AC: Data and Justice. The course critically examines the intersections of data, justice, race, and American cultures.
The course is led by Professor Mauricio Najarro, a Berkeley PhD grad who has done extensive research in medical anthropology, community health, and the datafication of health. He’s also the professor referenced in the anecdote at the beginning of this blog. The course, inspired by W.E.B. Du Bois’ pioneering visualizations of Black life, interrogates how data has historically been used both as a tool of oppression and a means of resistance. Some of the key questions we explore include:
- How does data make injustice visible, imaginable, and actionable?
- How have marginalized communities used data as a means of advocacy and resistance?
- What are the ethical responsibilities of data scientists in addressing systemic inequities?
Our approach integrates hands-on modules, discussions on critical race theory, and historical case studies that challenge students to think beyond traditional notions of objectivity in data science. One of the most powerful aspects of the course is its commitment to amplifying voices that are often overlooked in mainstream data conversations.
Building Data Empowerment: In Community
The importance of data literacy extends from community organizing to formal education. Parallel to my work in academia, I also consult and lead data workshops in community for marginalized communities. My work in facilitating RTP’s Data Cafecito is particularly important to me. At RTP, I lead Data Cafecito, a bi-weekly data learning community designed for RTP’s direct service providers. This initiative is not just about learning how to use spreadsheets or visualize numbers; it is about developing a deeper cultural and contextual understanding of data in a way that resonates with Latinx communities. Our workshops focus on:
-
Understanding General Data Concepts: Helping participants grasp the fundamentals of data collection, analysis, and storytelling.
-
Troubleshooting Data Issues: Addressing real-world problems organizations face in data reporting and management.
-
Using Data to Empower Youth: Implementing culturally responsive data strategies to better serve Latinx youth.
-
Building a Data Culture: Encouraging organizations to view data as an asset in their work, not just a compliance requirement.
The impact has been profound. Service Network Partners have begun incorporating more data-driven decision-making into their programming, and participants leave each session with actionable insights on how to better support youth in their communities.
One of the most recent initiatives we implemented demonstrating the link between data and community is a form where case managers and staff can share their youth successes and challenges. This was birthed out of a need to have more qualitative data that tells stories of the youth the service providers interact with on a daily basis. We intend to use these weekly stories to create visuals and stories about the youth we serve. But beyond just showing the youth we serve, we also want to paint a picture of RTP’s youth and their journey and path to healing through the program.
A Pedagogical and Andragogical Approach Rooted in Experience
My experience as a Teach for America Corps Member in Baltimore City deeply informs my approach to teaching data science. Teaching secondary English taught me how to scaffold complex concepts for diverse learners and how to create engaging, people-centered instruction.
One of the most effective teaching tools I employ is the ROPES exercise, a method designed to set expectations and create a supportive learning environment. In Data Cafecito and Data 4AC, I use this framework to:
-
Establish discussion norms that promote respect and inclusivity.
-
Encourage active participation by ensuring all voices are heard.
-
Foster a sense of community where learners feel safe to engage with complex, sometimes uncomfortable, topics.
By integrating ROPES into our sessions, we build a foundation of trust that allows participants to challenge assumptions, ask critical questions, and take ownership of their learning.
Additionally, in my discussion sections and in Professor Najarro’s lectures at UC Berkeley, culturally responsive means recognizing how our students prefer to learn and making sure we’re tailoring our instruction towards that end. For instance, at the end of every discussion section Professor Najarro and I make sure we include a reflection form that allows students to give feedback on how we taught, if they understood what we taught, and how we can improve our instruction to better meet their needs. This allows students to take ownership in the classroom and of the way content is presented so they actually consume and digest it more easily. We collect and review this data on a weekly basis and we then use it to make sure we are creating a space where students with diverse backgrounds, opinions, and ideologies feel comfortable sharing their ideas and thoughts and know what we are incorporating into our discussion sections. For instance, students mentioned they are kinesthetic and prefer movement during discussion sections. The professor and I then allowed for a little more discussion during the lecture, and then during the actual discussion sections, we gave them the opportunity to do a gallery walk where they got to post their understanding of the readings.
Similarly, at RTP participants also asked for more active sessions during the data cafecito workshops I lead. However, RTP’s service network providers are adults. Thus, I have to shift from pedagogical approaches to andragogical techniques. Andragogy is the opposite of pedagogy: the method and practice of teaching adult learners. Under this methodology, adult learners need to see how what we learn and the work we do during our workshops connects and relates to their actual work. The adult learners at RTP have similar needs and desires to my student learners at UC Berkeley when it comes to learning about data and data science. At the beginning of every workshop, we form a circle and discuss our intention plus we start with either a fun question or data question in which everyone responds. Then we get into the workshop. It wasn’t until I started doing evaluations of the workshops that I learned how to serve the adult learners in this space in a more culturally responsive way. By including more engaging and culturally relevant songs, music, and practices in the workshops, participants connected with the data activities more. This led to them really internalizing the data information and techniques I showed them. Using activities like floating stations or gallery walks kept them awake and informed. It also allowed me to connect with their learning styles.
Understanding how both communities learned best led to outcomes for the populations the Professor and I intended to serve. Without including culturally responsive pedagogical techniques and practices in our spaces, we may not have been able to reach these outcomes and then help bridge the gap between data and data science, which can be mundane for some individuals.
Data as a Pathway to Liberation
My teaching of data and data science work is rooted in the belief that data can be a powerful tool for empowerment when placed in the hands of those who need it most. Whether in the community or the classroom, my goal is to demystify data and make it accessible to those who have historically been excluded from data conversations. Through culturally responsive teaching and community-driven approaches, I seek to empower individuals to use data not just as a technical skill but as a force for justice and change. As we continue to push for a more equitable world, it is critical that we equip people with the tools to critically engage with data, advocate for their communities, and shape the future on their own terms.