Who We Are

Meet Our Staff

Nardos Ghebreab


As the Senior Program Manager, Nardos (she/her) leads the planning and implementation of Beyond100K’s Tier 2 programs in order to support partners in engaging with and learning from one another. These longer-term programs are designed to advance partners’ learning and action towards their STEM teaching and learning commitments with special attention to equity, representation, and belonging in STEM.

After starting her career as a high school math teacher in Atlanta, GA, Nardos held many roles across the PK-18 and education non-profit sector including math instructional leader, STEM teacher educator, and equity-centered program leader. In each of her roles, Nardos has focused on creating communities of learning through liberatory and human-centered design thinking frameworks. The communities of learning she shapes (both in classrooms and in professional learning spaces) center critical perspectives of BIPOC and other historically marginalized communities within a multi-stakeholder community to create innovative solutions that foster culturally sustaining education.

Nardos holds a Ph.D. in Teaching and Learning, Policy and Leadership, specializing in Urban Education from the University of Maryland, College Park where her research focuses on anti-racism and cultural sustainability in teacher education, pedagogy, and curriculum development. She has also earned a M.S. in Education Research, concentrating on quantitative methods, and a B.A. in Sociology.

Why does belonging in STEM matter to you?

STEM is foundational to innovation. Belonging in STEM classrooms is necessary for students to find their voice and envision their future role in innovation as global citizens, and I was fortunate enough to learn from a caring and diverse group of STEM educators throughout most of my life. They reminded me and constantly affirmed that I (and everything that I brought to the table) was necessary for collective growth, problem-solving, and innovation for our society’s needs.

To be clear, my teachers did not just mean my ability to understand math and science concepts or to perform well on tests. They encouraged my ideas and interests through my cultural lens, and they taught STEM curricula in ways that fostered inclusive and liberatory learning spaces. The STEM field often [implicitly] messages to BIPOC and other historically marginalized students that, in our most authentic ways of being, our ideas and brilliance do not belong in innovation. So my teachers made sure to create spaces of belonging because, whether they knew it or not, belonging in STEM was essential for me to find my space and influence to innovate and problem-solve our society’s greatest problems.

Each of our students deserve to have a STEM education that values who they are, fosters their most authentic ways of being, and gives them the space to find their place in changing the world for the better.