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Perseverance of Black males in the 21st Century STEM classroom: An autoethnography of a Black male STEM teacher

Year: 2021
Type: dissertation
Abstract: The master narrative, or master framework of every American school system that incorporates STEM into their curriculum emphasizes equality for all students – “All means all!” If this motto and ideal holds true, then I would like to know why is it that Black males continue to struggle in their K -12 STEM classes. Is it a fair conjecture that the success of Black male students is a function of how these students are perceived by their teachers and how they are regarded by the existing educational system; to be inferior academically, behaviorally challenged, having no interest in STEM courses, and lacking motivation? As a Black male STEM teacher, I would often find myself perplexed as I tried to assimilate this notion. For as long as I could remember, it was difficult for me to accept the idea that Black males in their STEM classes “just can’t get it!” If they could not “get it,” then how did I do it? And more importantly, how is it that students under my tutelage “get it?” Why is it that my Black male STEM students succeed where others have failed? \nAs a seasoned teacher of twelve years and a Critical Race Theory practicioner, I challenge the master narrative of the American educational system. With this evocative autoethnographic study, I present and analyze my own education related stories; over 40 years of reflected personal and lived experiences. These experiences include those of my childhood, parenthood, professional engineering career, and as a Black male STEM educator. Through these stories, I present problems in the educational systems that I personally observed, share counter tactics for navigating past these perceived problems, and ultimately share what success in STEM looks like for both my Black male students and for myself.
Language: English
Open Access status: green
OpenAlex ID: W3193640247
Cites: 61
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Related to: 10