Alexis D Riley
Biographic Data
| ID | 5978204 |
|---|---|
| NAME | Alexis D Riley |
| GIVEN NAMES | Alexis D |
| FAMILY NAME | Riley |
| SIGNATURE | RILEY A D |
| AFFILIATIONS | New York University Steinhardt New York USA |
| ORCID | 0000-0002-3273-0601 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
Elder Black Women Science Teachers (Re)member
To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers ‘talk back’ by sharing and developing their own narratives about being a science‐curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative study centers the (re)flections and pedagogical practices of five “elder” Black women science teachers w…
“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…
Womanist pedagogy and Black women’s science teaching
Racism, sexism, and classism at the societal level permeate all levels of education, and conversely, schooling reproduce social inequity. These inequities are compounded by the objective, apolitical approach that some teachers bring to science teaching. Research shows that Black female teachers continue to be more comfortable and committed to working in schools with Black and Brown students. This study presents qualitative data exploring how 21 B…
Womanist pedagogy and Black women’s science teaching
Racism, sexism, and classism at the societal level permeate all levels of education, and conversely, schooling reproduce social inequity. These inequities are compounded by the objective, apolitical approach that some teachers bring to science teaching. Research shows that Black female teachers continue to be more comfortable and committed to working in schools with Black and Brown students. This study presents qualitative data exploring how 21 B…
Womanist pedagogy and Black women’s science teaching
Racism, sexism, and classism at the societal level permeate all levels of education, and conversely, schooling reproduce social inequity. These inequities are compounded by the objective, apolitical approach that some teachers bring to science teaching. Research shows that Black female teachers continue to be more comfortable and committed to working in schools with Black and Brown students. This study presents qualitative data exploring how 21 B…
“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…
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens
The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the pu…
Elder Black Women Science Teachers (Re)member
To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers ‘talk back’ by sharing and developing their own narratives about being a science‐curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative study centers the (re)flections and pedagogical practices of five “elder” Black women science teachers w…
Critical Race Theory in Education (3 works) · Sociology (3 works) · Black women (2 works) · Career Development and Diversity (2 works) · Gender Studies (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Science education (2 works) · Science Education and Perceptions (2 works)