A Perspective on the Role of Motivated Thinking in Research on Black Representation in Science

Representation in science, science curricular development, and scientific outcomes is driven by our motivated thinking and reasoning. This in turn influences how we reason about issues related to equity, diversity, inclusion, and social justice. This paper unpacks perspectives about the influence of motivated thinking on representation and on perceptions of representation in the science curricula, more specifically Black representation in the qualitative and quantitative works of the first author. Motivated thinking influences many aspects of science and science education, including the research questions we choose, the scientists whom we choose to highlight in our classroom examples, the outcomes we desire from our research and teaching, and even the scope of our scientific disciplines. Molden and Higgins' breakdown of motivated thinking is used to frame observations about the influence of motivated thinking on the outcomes and processes of research, and to provide thought provoking questions and considerations given our current, future, and past social, cultural, political, historical, and scientific context and underpinnings. As a perspective piece, this paper toggles between the first-person narrations of the first author and the supporting research.