Rasheda Likely
Biographic Data
| ID | 100474 |
|---|---|
| NAME | Rasheda Likely |
| GIVEN NAMES | Rasheda |
| FAMILY NAME | Likely |
| SIGNATURE | LIKELY R |
| AFFILIATIONS | Kennesaw State University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”: Exploring Perceptions of Self as Science-Doers Using the Black Love Framework
This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions …
A sandwich effect: Gentrification and Black residential displacement in the university-adjacent West Philadelphia Promise Zone
This study examines the landscape of gentrification and Black residential displacement within the West Philadelphia Promise Zone (WPPZ). Our intergenerational community-driven participatory action research team conducted a comparative longitudinal spatial analysis between Census data from 2008 to 2012 and 2013 to 2017 investigating variables of both gentrification and displacement including changes in population, racial demographics, per capita i…
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
Historically, STEM learning spaces and curriculum have overlooked the strengths and agency of students, teachers, and their communities. Project-based STEM units about environmental issues like water quality offer the possibility to create more expansive, equitable learning experiences. These units can leverage local problems and resources while also including the global dimensions of the issue to provide meaningful opportunities for diverse stud…
“I am able to have a different lens and different approach: ” A Critical Examination of how Black Female Engineering Teachers Utilize and Create Counternarratives
This research highlights the educational and professional experiences of three Black female secondary teachers of engineering. Using a lens of community cultural wealth, this research calls attention to the resources these teachers called upon during their navigation of engineering pathways and currently utilize to challenge their school’s normative perceptions of engineering and engineers. Findings of this work discuss how aspirational capital f…
Open for whom? The need to define open science for science education
Open science has become a part of the discourse around educational research (van der Zee & Reich, 2018), including in science education. As a case in point, Sadler and Mensah (2020) observed in the pages of the Journal of Research in Science Teaching (JRST) that while “open science is in its early stages and has yet to impact science education research in significant ways,” it “will influence the science education publishing world including JRST”…
No prominent works on this page.
“I am able to have a different lens and different approach: ” A Critical Examination of how Black Female Engineering Teachers Utilize and Create Counternarratives
This research highlights the educational and professional experiences of three Black female secondary teachers of engineering. Using a lens of community cultural wealth, this research calls attention to the resources these teachers called upon during their navigation of engineering pathways and currently utilize to challenge their school’s normative perceptions of engineering and engineers. Findings of this work discuss how aspirational capital f…
Open for whom? The need to define open science for science education
Open science has become a part of the discourse around educational research (van der Zee & Reich, 2018), including in science education. As a case in point, Sadler and Mensah (2020) observed in the pages of the Journal of Research in Science Teaching (JRST) that while “open science is in its early stages and has yet to impact science education research in significant ways,” it “will influence the science education publishing world including JRST”…
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
Historically, STEM learning spaces and curriculum have overlooked the strengths and agency of students, teachers, and their communities. Project-based STEM units about environmental issues like water quality offer the possibility to create more expansive, equitable learning experiences. These units can leverage local problems and resources while also including the global dimensions of the issue to provide meaningful opportunities for diverse stud…
A sandwich effect: Gentrification and Black residential displacement in the university-adjacent West Philadelphia Promise Zone
This study examines the landscape of gentrification and Black residential displacement within the West Philadelphia Promise Zone (WPPZ). Our intergenerational community-driven participatory action research team conducted a comparative longitudinal spatial analysis between Census data from 2008 to 2012 and 2013 to 2017 investigating variables of both gentrification and displacement including changes in population, racial demographics, per capita i…
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”: Exploring Perceptions of Self as Science-Doers Using the Black Love Framework
This paper critiques traditional science assessments and advocates for reform-based learning that supports culturally diverse students, aligned with the Next Generation Science Standards (NGSS). While NGSS promotes collaborative, inquiry-driven practices, these are often difficult to assess through traditional high-stakes tests, which tend to reinforce systemic biases and marginalize students from non-dominant backgrounds. We examine the Lotions …
Sociology (5 works) · Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Career Development and Diversity (2 works) · Computer Science (2 works) · Engineering (2 works) · Engineering ethics (2 works) · American Community Survey (1 works) · Census (1 works)