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Positive Affective Cultural Experiences and the Proleptic Promise of Belonging in Informal STEM With Black Boys
Datos Bibliográficos
| ID | 21392750 |
|---|---|
| Autores | Kareem Edouard (0000-0003-2149-9720, School of Education Drexel University Philadelphia Pennsylvania USA, autor de correspondencia) |
| Año | 2026 |
| Volumen | 110 |
| Número | 4 |
| Páginas | 1043-1062 |
| Fecha de publicación | 2026-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70057 |
| OpenAlex | W7128308563 |
| Idioma | EN |
| Referencias citadas | 42 |
Black boys remain systematically marginalized in STEM education, not only through underrepresentation but through daily experiences of cultural disregard and emotional disconnection. This paper presents the positive affective cultural experiences (PACE) model, a framework that emerged from qualitative research rather than being imposed upon it. Grounded in bell hooks’ concept of homeplace, PACE reimagines STEM learning as a site of belonging where Black boys are affirmed and empowered through trust, care, and adaptability. Drawing from data collected during a 4‐week program at a Black Male STEM Animation Lab, the study shows how students’ creative practices, storytelling, and peer mentorship flourished when emotional safety and cultural proximity were prioritized. PACE was derived from the students’ lived interactions, their rhythms of humor, empathy, and collaboration, which revealed affective adaptability as a structural necessity for meaningful engagement. By integrating relational care with technical instruction, PACE challenges monocultural STEM norms and offers a grounded, student‐driven model for cultivating joy, resilience, and creative authorship among Black boys. This work calls on educators, designers, and researchers to treat belonging and representation not as extensions of equity, but as the foundation for reimagining STEM through the lived experience of those who have long been excluded from it
Creativity · Grounded theory · Intersectionality · Mentorship · Pace · Qualitative research · Representation (politics) · Career Development and Diversity · Critical Race Theory in Education · Science Education and Pedagogy
Discursive identity
From the Court to the Classroom
Making Through the Lens of Culture and Power
Autonomy-supportive teaching
An anti‐deficit achievement framework for research on students of color in STEM
Bridging In-school and Out-of-school Learning
Measuring belongingness
Rethinking diversity in learning science
The Organization of Informal Learning
Equity in Social Emotional Learning Programs
“The Work I Do Matters”
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Ideology in the mirror
Interest and Self-Sustained Learning as Catalysts of Development
Born Out of Struggle
Belonging or Opposing? A Grounded Theory Approach to Young People's Cultural Identity in a Majority/Minority Societal Context
Shaking the bad boys
Black Emotions Matter
Principles of Critical Discourse Analysis
Making Black boys and young men matter
Racial Pride and Religiosity among African American Boys
I’m Trying to Get My A”
The Trouble with Black Boys
Cultural Ways of Learning
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities
Developing a Sociocritical Literacy in the Third Space
Desettling Expectations in Science Education
Teaching to Transform
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |