A Relational View of Faith and Science

I’ve seen this first hand through my work with Science for the Church, where I serve as Engagement Coordinator. We have seen science-engaged congregations bear much fruit. Their congregations experience spiritual renewal and numerical growth, and their community relationships are strengthened.  There’s much work to be done in our communities, but I wholeheartedly believe that the Church is equipped and certainly called to help.

 I come from the Wesleyan tradition where ministry is relational at its core. John Wesley once wrote: “Find out what people need, and then tend to their needs.” This is the heart behind what I do.

Increasing Access and Equity in STEM

Some think that education is an even plane field. Everyone has access to the same resources and opportunities. But, nothing could be further from the truth. Families in urban and rural contexts face significant challenges accessing the American dream. Instead, they contend with complicated social dynamics. They struggle against systemic hurdles, reduced access, and equity in the educational process. Even where increased access to educational resources exists, there is no increased access to STEM careers.

Our social scaffolding has created a context of exclusion. So, disenfranchisement, and marginalization are very real for ethnic and racial minorities. These dynamics often result in the underrepresentation of Black and Hispanic individuals in STEM. The Pew Research Center affirms that minorities represent about 8 percent of the workforce. Even with increased resources, minority students remain underrepresented in college attainment. The data is troubling and has profound consequences for minority communities.

Through my work with Science for the Church, I’ve had the priveldge of serving diverse communities and working with insitutions like Howard University School of Divinity and the Hispanic Theological Initiative at Princeton Seminary. These relationships have shown us that often marginalized communities have an inadequate understanding of the value of a STEM education. When life revolves around basic needs, thinking about college and science is for others.

Through mutual respect and dialogue, we can increase access and equity. We can create spaces where diverse communities can regain agency and reach their full potential. In my experience, by helping pastors, educators, students, and other interested stakeholders see STEM as a door to equity and increased agency, we can open a new pathway to community transformation, robust and vital communities of faith, and a significant reduction in the perceived tension between science and religion.

In my work I have learned that engaging diverse voices creates opportunities for a brighter future. This type of engagement, however, must focus on promoting equity. This means racial and theological diversity. Also, it presupposes a willingness to listen to the needs of diverse communities. Moreover, diversity and inclusion means inviting everyone to the table. Not as a way to push an agenda, but to listen and learn together—to discern solutions and create spaces where people and communities can flourish. Pastors, STEM professionals, and others must have the opportunity to share their dreams. This helps in understanding how science and faith can work together. Leveraging diversity helps improve lives by presenting STEM as a Christian vocation.

…diversity and inclusion means inviting everyone to the table. Not as a way to push an agenda, but to listen and learn together—to discern solutions and create spaces where people and communities can flourish.