Felicia Moore Mensah
Biographic Data
| ID | 1585475 |
|---|---|
| NAME | Felicia Moore Mensah |
| GIVEN NAMES | Felicia Moore |
| FAMILY NAME | Mensah |
| SIGNATURE | MENSAH F M |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0001-7843-3832 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Few and far between”
Troubling the Definition of Black Resilience in STEM ‐ CS Education
Resiliency has been unearthed as a phenomenon to explore strategies that influence successful STEM‐CS matriculation and/or persistence among minoritized populations—particularly Black undergraduate students. We argue that understanding and solidifying a definition for resilience in STEM‐CS can aid in identifying key characteristics that reveal systemic structures and improve academic achievement. In this commentary, we use critical race theory (C…
Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers
Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers…
“Things your history teacher won't teach you
Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID‐19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK‐12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to lea…
Artificial intelligence and the Journal of Research in Science Teaching
Artificial Intelligence (AI) is a transformative technology that promises to impact many aspects of society including research, education, and publishing. We, the editors of the Journal of Research in Science Teaching (JRST), think that the journal has a responsibility to contribute to the ongoing dialogues about the use of AI in research and publishing with particular attention to the field of science education. We use this editorial to share ou…
Toward socially just science teaching through professional development
This comparative case study explored the ways two elementary Teachers of Color's science teacher identities and agency to teach science developed as they participated in a year‐long science professional development that was situated within the high‐stakes testing context of their school. The science professional development model used a dialogical approach that centered and built on the cultural backgrounds and personal experiences of the two tea…
Now, I See”
A vision that focuses on diversity and broader impact
The Journal of Research in Science Teaching (JRST) has made an easy transition from one editorial team to the next. We thank the outgoing editorial team, led by Coeditors Fouad Abd-El-Khalick and Dana L. Zeidler and Managing Editor Elizabeth C. Niswander, for its exemplary work and dedication to JRST. You can read their Editors' report in Issue 58, Volume 2, which summarizes their tenure. From their 5-year editorship, we have inherited a strong j…
Finding Voice and Passion
This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implic…
Peer Support and STEM Success for One African American Female Engineer
Whiteness as Property in Science Teacher Education
Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for …
Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I …
Finding Voice and Passion
This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implic…
Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I …
Now, I See”
Peer Support and STEM Success for One African American Female Engineer
Theoretically and Practically Speaking, What is Needed in Diversity and Equity in Science Teaching and Learning
This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I …
Whiteness as Property in Science Teacher Education
Background/Context The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for …
Finding Voice and Passion
This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implic…
Peer Support and STEM Success for One African American Female Engineer
A vision that focuses on diversity and broader impact
The Journal of Research in Science Teaching (JRST) has made an easy transition from one editorial team to the next. We thank the outgoing editorial team, led by Coeditors Fouad Abd-El-Khalick and Dana L. Zeidler and Managing Editor Elizabeth C. Niswander, for its exemplary work and dedication to JRST. You can read their Editors' report in Issue 58, Volume 2, which summarizes their tenure. From their 5-year editorship, we have inherited a strong j…
Toward socially just science teaching through professional development
This comparative case study explored the ways two elementary Teachers of Color's science teacher identities and agency to teach science developed as they participated in a year‐long science professional development that was situated within the high‐stakes testing context of their school. The science professional development model used a dialogical approach that centered and built on the cultural backgrounds and personal experiences of the two tea…
Now, I See”
Program design and exemplary practices for preparing Teachers of Color and Indigenous Teachers
Research on Teachers of Color and Indigenous Teachers (TOCIT) has gained traction in recent years in educational scholarship. Yet very few studies have evaluated teacher education programs that prepare TOCIT within the U.S. context or have focused on the promising pedagogical practices used to prepare TOCIT. The challenge of doing program evaluation resides in the different institutional contexts and the limited time teacher education researchers…
“Things your history teacher won't teach you
Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID‐19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK‐12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms and curriculum, it would be helpful to lea…
Artificial intelligence and the Journal of Research in Science Teaching
Artificial Intelligence (AI) is a transformative technology that promises to impact many aspects of society including research, education, and publishing. We, the editors of the Journal of Research in Science Teaching (JRST), think that the journal has a responsibility to contribute to the ongoing dialogues about the use of AI in research and publishing with particular attention to the field of science education. We use this editorial to share ou…
Troubling the Definition of Black Resilience in STEM ‐ CS Education
Resiliency has been unearthed as a phenomenon to explore strategies that influence successful STEM‐CS matriculation and/or persistence among minoritized populations—particularly Black undergraduate students. We argue that understanding and solidifying a definition for resilience in STEM‐CS can aid in identifying key characteristics that reveal systemic structures and improve academic achievement. In this commentary, we use critical race theory (C…
“Few and far between”
Mathematics education (9 works) · Psychology (9 works) · Sociology (9 works) · Pedagogy (8 works) · Science education (7 works) · Diverse Educational Innovations Studies (5 works) · Political science (5 works) · Teacher education (5 works) · Critical Race Theory in Education (4 works) · Indigenous and Place-Based Education (4 works)