Natalie King
Biographic Data
| ID | 4642295 |
|---|---|
| NAME | Natalie King |
| GIVEN NAMES | Natalie |
| FAMILY NAME | King |
| SIGNATURE | KING N |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-4465-1409 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
I’ll Do Some Soul Searching: Navigating a Black Student–Teacher Relationship Within the Sociopolitical Terrain of Urban Science Education
Using a multitiered framework, embedded in anti-Blackness, this qualitative case study centers a Black woman teacher and Black girl who were subjugated to multiple layers of oppression in a middle school science classroom. Findings revealed that systemic pressures, like standardized testing and school choice, hindered genuine learning. The teacher-participant felt compelled to prioritize test preparation over holistic education and noted how the …
Drivers of antimicrobial resistance within the communities of Nepal from One Health perspective: A scoping review
Background: A major driver of antimicrobial resistance (AMR) is the inappropriate use of antimicrobials. At the community level, people are often engaged in behaviors that drive AMR within human, animal, and environmental (One Health) impacts. This scoping review consolidates research to determine (a) the community's knowledge, attitudes, and practices around AMR; (b) existing community-based interventions; and (c) barriers and enablers to addres…
“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls
For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM …
“The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies
Central to culturally sustaining pedagogy (CSP) is the notion that we sustain what we love by decentering the white gaze. Elevating CSP and the five core social-emotional learning competencies, we honed in on how Black and Brown girls developed knowledge and skills to manage their emotions, achieve goals, show empathy, and maintain healthy relationships within the context of a single-gender summer STEM program. These opportunities to engage in cr…
“Each day I find ways to fight for my students”: Black Science Teachers as Advocates and Abolitionists
In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom.This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators.Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career …
In correspondence with the 12 tips to centre social accountability
"In correspondence with the 12 tips to centre social accountability." Medical Teacher, ahead-of-print(ahead-of-print), p. 1
Negotiating mentoring relationships and support for Black and Brown early‐career faculty
In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice‐oriented and equity‐driven models of mentoring that account for …
How effective is group intervention in the treatment for unaccompanied and accompanied refugee minors with mental health difficulties: A systematic review
Toward an Equity Agenda for Black Girls and Women in STEM Learning Spaces and Careers: Noticing, Validating, and Humanizing
This editorial and themed issue is a call to redirect our efforts from teaching Black women and girls how to navigate and persist in toxic STEM learning environments to a greater vision of being and becoming. As we consider what becoming means for Black girls who transition into Black women in STEM learning spaces and careers, there is often an untold story of struggle, resistance, and resilience. I present the experiences of three Black women ph…
The Time is Now: (Re)visioning, (Re)assessing, and (Re)storing the State of Educational Research for African American Women and Girls
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Determinants of Black families’ access to a community‐based STEM program: A latent class analysis
The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents’ access to educational enrichment programs for their children. This study draws from Bronfenb…
“You could like science and not be a science person ”: Black girls' negotiation of space and identity in science
Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh‐grade year in both in school (science classroom) and out‐of‐school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning fram…
Black girls speak STEM: Counterstories of informal and formal learning experiences
This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community‐based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have …
Development of liberatory pedagogy in teacher education: Voices of novice BLACK women teacher educators
Art in the Asia-Pacific: Intimate Publics
Redefining Rural Tourism in Malaysia: A Conceptual Perspective
There is little consensus on the definition for rural tourism. Researchers from different countries have developed their own definitions based on their unique experiences or contexts. In Malaysia, the current definition for rural tourism is rather vague, narrow and focuses on homestay programmes in rural areas. As rural tourism is an important component of the tourism industry in Malaysia, there is a need to redefine what rural tourism is, so tha…
Redefining Rural Tourism in Malaysia: A Conceptual Perspective
There is little consensus on the definition for rural tourism. Researchers from different countries have developed their own definitions based on their unique experiences or contexts. In Malaysia, the current definition for rural tourism is rather vague, narrow and focuses on homestay programmes in rural areas. As rural tourism is an important component of the tourism industry in Malaysia, there is a need to redefine what rural tourism is, so tha…
Development of liberatory pedagogy in teacher education: Voices of novice BLACK women teacher educators
Art in the Asia-Pacific: Intimate Publics
Redefining Rural Tourism in Malaysia: A Conceptual Perspective
There is little consensus on the definition for rural tourism. Researchers from different countries have developed their own definitions based on their unique experiences or contexts. In Malaysia, the current definition for rural tourism is rather vague, narrow and focuses on homestay programmes in rural areas. As rural tourism is an important component of the tourism industry in Malaysia, there is a need to redefine what rural tourism is, so tha…
Development of liberatory pedagogy in teacher education: Voices of novice BLACK women teacher educators
Black girls speak STEM: Counterstories of informal and formal learning experiences
This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community‐based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have …
Toward an Equity Agenda for Black Girls and Women in STEM Learning Spaces and Careers: Noticing, Validating, and Humanizing
This editorial and themed issue is a call to redirect our efforts from teaching Black women and girls how to navigate and persist in toxic STEM learning environments to a greater vision of being and becoming. As we consider what becoming means for Black girls who transition into Black women in STEM learning spaces and careers, there is often an untold story of struggle, resistance, and resilience. I present the experiences of three Black women ph…
The Time is Now: (Re)visioning, (Re)assessing, and (Re)storing the State of Educational Research for African American Women and Girls
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Determinants of Black families’ access to a community‐based STEM program: A latent class analysis
The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents’ access to educational enrichment programs for their children. This study draws from Bronfenb…
“You could like science and not be a science person ”: Black girls' negotiation of space and identity in science
Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh‐grade year in both in school (science classroom) and out‐of‐school (afterschool club) contexts. The Multidimensionality of Black Girls' STEM Learning fram…
In correspondence with the 12 tips to centre social accountability
"In correspondence with the 12 tips to centre social accountability." Medical Teacher, ahead-of-print(ahead-of-print), p. 1
Negotiating mentoring relationships and support for Black and Brown early‐career faculty
In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice‐oriented and equity‐driven models of mentoring that account for …
How effective is group intervention in the treatment for unaccompanied and accompanied refugee minors with mental health difficulties: A systematic review
“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls
For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM …
“The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies
Central to culturally sustaining pedagogy (CSP) is the notion that we sustain what we love by decentering the white gaze. Elevating CSP and the five core social-emotional learning competencies, we honed in on how Black and Brown girls developed knowledge and skills to manage their emotions, achieve goals, show empathy, and maintain healthy relationships within the context of a single-gender summer STEM program. These opportunities to engage in cr…
“Each day I find ways to fight for my students”: Black Science Teachers as Advocates and Abolitionists
In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom.This study explored factors that influenced their decisions to choose education and how being introduced to abolitionist teaching during the preparation process informed their roles as educators.Abolitionist teaching served as the theoretical lens to examine their pursuit of teaching as a career …
Drivers of antimicrobial resistance within the communities of Nepal from One Health perspective: A scoping review
Background: A major driver of antimicrobial resistance (AMR) is the inappropriate use of antimicrobials. At the community level, people are often engaged in behaviors that drive AMR within human, animal, and environmental (One Health) impacts. This scoping review consolidates research to determine (a) the community's knowledge, attitudes, and practices around AMR; (b) existing community-based interventions; and (c) barriers and enablers to addres…
I’ll Do Some Soul Searching: Navigating a Black Student–Teacher Relationship Within the Sociopolitical Terrain of Urban Science Education
Using a multitiered framework, embedded in anti-Blackness, this qualitative case study centers a Black woman teacher and Black girl who were subjugated to multiple layers of oppression in a middle school science classroom. Findings revealed that systemic pressures, like standardized testing and school choice, hindered genuine learning. The teacher-participant felt compelled to prioritize test preparation over holistic education and noted how the …
Sociology (12 works) · Psychology (11 works) · Pedagogy (10 works) · Political science (10 works) · Critical Race Theory in Education (6 works) · Career Development and Diversity (5 works) · Gender Studies (5 works) · Social science (5 works) · Politics (4 works) · Indigenous and Place-Based Education (3 works)