Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement
Why #Black Teachers Matter
Bibliographic Data
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students’ experience and increase interest in pursuing future STEM careers
African american · Critical race theory · Curriculum · Framing (construction) · Historically black colleges and universities · Mathematics education · Pedagogy · Race (biology) · Sociology · Student engagement · Subject matter · Critical Race Theory in Education · Diverse Educational Innovations Studies · Gender Studies · Innovative Teaching Methods · Psychology
Critical Pedagogy of Multicultural Incorporation
Strength-based strategies and assets that Black and Latina/o middle and high school students use to navigate contextual barriers of math engagement
Cultivating Black liberatory spaces in science, technology, engineering, and mathematics education
“We Want to Be Seen, Not Surveilled”
Why wouldn’t I be able to do it?”
The Cumulative and Damaging Effects of Discrimination
Dismantling the Carceral State in Educational Practices
Instructor recommendations for student learning strategies and metacognition
Conceptualizing Intersectional Harm in Mathematics Classrooms
Special Education Teachers’ Perspectives on Race and Restorative Justice
Closing STEM opportunity gaps through critical approaches to teaching and learning for Black youth
Phenomenological research methods
Behaviorally at-risk African American students
Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine
Representation in the classroom
Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers
“Doing” science versus “being” a scientist
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
BlackGirlMagic
The Added Value of Latinx and Black Teachers for Latinx and Black Students
Improving Underrepresented Minority Student Persistence in STEM
Who believes in me? The effect of student–teacher demographic match on teacher expectations
“What's Everybody So Excited About?”
Valued Segregated Schools for African American Children in the South, 1935-1969
Handbook of the Cultural Foundations of Learning
Practices of Exemplary Transformative Teachers, as Perceived by Students Transformed by an Urban High School Social Justice Course
Camouflaging Power and Privilege
“Teachers Don’t Really Encourage it”
Hidden Figures
The racial politics of STEM education in the USA
Beyond role models
Understanding Black Male Mathematics High Achievers from the Inside Out
African American Othermothering in the Urban Elementary School
It’s Hard To Be Who You Don’t See
Modeling Resilience in an Alternative Education Context
A Qualitative Examination of the Impact of Culturally Responsive Educational Practices on the Psychological Well-Being of Students of Color
There Ain’t No White People Here”
Humanizing Student–Teacher Relationships for Black Children
Perceived Gender and Racial/Ethnic Barriers to STEM Success
Warm Demander Pedagogy
Risk and Protective Factors in Mathematically Talented Black Male Students
The Intersection of Race, Culture, Language, and Disability
Reciprocal Love
But What is Urban Education
Being vs. Becoming
They Hate on Me!” Black Teachers Interrupting Their White Colleagues’ Racism
Power and Caring
Devalued Black and Latino Racial Identities
Boring but important
White Teachers in Urban Classrooms
Race, Culture, and Researcher Positionality
Storytelling for Oppositionists and Others
Triangulation 2.0
Decentering Whiteness in Teacher Education
Promoting Student Resilience in School Contexts
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Developing Culturally and Structurally Responsive Approaches to STEM Education to Advance Education Equity
From Digital Natives to Digital Wisdom
Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth
Black-White Differences in School Suspension
| Unique citing works | 11 |
|---|---|
| Citations per year | 2,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |