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Carrie Beattie

2013 Fellow
Crestwood High School
Dearborn Heights, Michigan

As a child, Carrie was fascinated with outer space, the universe and the night sky. It was these interests that led her to the physics department at Clemson University. After dabbling briefly in astronomy research, she realized that her true calling was to make a positive impact on society through education. To further explore this career path, Carrie spent a summer in Ghana teaching mathematics to students in grades one through six. From this experience, she learned about the power of personal student-teacher relationships and positive reinforcement.

While working as a supplemental instructor and a tutor for introductory physics and chemistry courses, Carrie began to notice the gender-specific, preconceived notions that many students hold with respect to science, technology, engineering and mathematics (STEM). This phenomenon prompted her to conduct research on the identity development of marginalized students with regards to physics and its effects on persistence within STEM fields.

After graduation, she traveled across the nation to observe highly effective physics teachers who were previously identified as being successful at impacting the way their students identify with the subject. Carrie’s interest in how culture shapes self-perception has been a driving force in her decision to become an educator.

Carrie earned a master’s degree in educational studies and her secondary certification from the University of Michigan. Her long term plan involves teaching underprivileged youth in various communities and cultures across the nation, with a particular emphasis on the empowerment of young women. Aside from teaching, Carrie enjoys reading, writing, stargazing and taking her dog on wooded strolls.

As a KSTF fellow, Carrie is anxiously awaiting “the opportunity to collaborate with a diverse array of brilliant individuals dedicated to the advancement of science and education.”



Providing students the opportunity to succeed in something that they originally believed was beyond reach can encourage students to view new challenges in a different light

Carrie Beattie
2013 Fellow