Work

When Teachers Get It Right: Voices of Black Girls’ Informal STEM Learning Experiences

Year: 2017

Type: article

Abstract: This paper is a part of a larger research study exploring the STEM learning experiences of Black girls who participated in an informal STEM program – I AM STEM. Through the process of reflection and co-construction of counterstories, Black girls reclaimed authorship of their lives. They identified three major attributes of teachers who promoted their academic success and engagement in STEM learning as ones who (a) responded to their needs and built a community of learners, (b) interacted with their parents in a professional manner, and (c) encouraged them to think critically and creatively during the lessons. Excerpts of their counterstories regarding attributes of teachers who encouraged their STEM learning is presented to inform how teachers’ use of culturally relevant pedagogical practices can engage Black girls in STEM learning.

Source: Index of Texas Archaeology Open Access Grey Literature from the Lone Star State

Author: Natalie S. King

Language: English

Topic: Critical Race Theory in Education

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Gender equality

Open Access status: green

Funders: U.S. Department of Education, International Association for the Evaluation of Educational Achievement, Institute of Education Sciences

OpenAlex ID: W2731492174

FWCI: 2.625

Cites: 33

Cited by: 28

Related to: 10