How curiosity becomes science learning
Susan Riemer Sacks studies how young people develop and sustain an interest in science. Retired from teaching psychology and education at Barnard, she remains interested in what happens when adults respond to children's questions. She describes encouragement, opportunities and the cost of prolonged study as factors that can shape a path; being capable in science does not mean everyone will choose it.
Encouragement and discouragement can coexist
Her own early interests included collecting rocks. She remembers her mother encouraging questions and women at the Smithsonian helping her build a collection of mineral samples. Later, as the only girl in an advanced algebra class, she recalls a teacher's humiliating treatment making her reluctant to speak. She distinguishes that teacher's behaviour from classmates who accepted her.
Making time and finding support
Sacks describes focused time as a major challenge while combining research, teaching and children, even with a supportive spouse. For younger listeners, she encourages pursuing questions about why and how things happen, while recognising that research requires attention to detail. Her closing advice includes asking for resources and finding someone who will listen, alongside determination.