Problem: Canada is celebrated globally for its diversity and education system, yet in physics and astronomy, Black girls are almost entirely absent. The CanPhysCounts survey showed that only 1% of physicists identified as Black (Hennessey et al., 2024) and Statistics Canada (2023) reported zero Black women in physics or astronomy. In a country that prides itself on equity, this is not just a gap but a glaring systemic failure. In Toronto, studies confirm Black students face systemic racism, academic streaming, and limited access to research and entrepreneurship pathways in the sciences (CityNews, 2025a; 2025b). Without targeted interventions, Black girls are denied mentors, community spaces, tools to explore the night sky, ask critical questions, and see themselves as scientists. The result is lost talent, suppressed creativity, and a deepening of Canada’s inequities.
Proposed Solution: We will deliver identity-affirming astronomy programming rooted in underserved Toronto communities, starting in Blake-Jones, where 15.5% of households experience poverty compared to 4.6% citywide (City of Toronto, 2021). This inequity reflects a market failure in science education as a public good, wasting human capital and perpetuating barriers between education and careers (Chingozha, n.d.). Ontario’s Anti-Black Racism Strategy highlights that Black women face higher unemployment despite higher education (2017). Aligned with the IAU’s Astronomy for Mental Health flagship, the program affirms Black girls’ right to wonder about the sky. By embedding astronomy into community life, it fosters belonging, mental well-being, and identity formation, while equipping participants with tools and mentors to imagine futures in science.
Activities: Our two-tiered approach combines experiential learning, leadership development, and identity formation. Tier 1: Black girls engage in hands-on astronomy (DIY spectroscopes, constellation storytelling, moon phase modelling, comet demos, and cellphone astrophotography) blended with creative practices (dance, poetry, watercolours, zines, journals, and sister circles). Tier 2: Paid student leaders from diverse academic backgrounds are trained to facilitate workshops, set SMART goals, and grow as community leaders. All participants connect with Black women physicists and astronomers across North America, building mentorship networks that strengthen identity and belonging.
Attempt to Solve the Problem: This model directly addresses structural barriers. Free, local astronomy sessions and hands-on kits counter the lack of access. Mentorship from Black women scientists resolves the absence of role models. Blending cultural storytelling with astronomy ensures identity-affirming content. Paid student leader positions initiate career pathways and leadership opportunities. We build confidence and scientific identity, affirming Black girls’ place in science.
