A critical race theory analysis of STEM schools in an urban school district
Bibliographic Data
| ID | 21392692 |
|---|---|
| Authors | Katherine Wade-Jaimes (0000-0001-9392-0946, Department of Teaching and Learning University of Nevada Las Vegas Nevada USA, corresponding author) |
| Year | 2023 |
| Volume | 107 |
| Issue | 5 |
| Pages | 1193-1214 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21801 |
| OpenAlex | W4379203234 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
The creation of specialty science, technology, engineering, and math (STEM) Schools has been presented as a way to improve both academic and STEM‐related outcomes, particularly in urban school districts where “failing” schools are converted the STEM Schools. This study examines this conversion process through the tenets of critical race theory, particularly the tenets of Whiteness as property, interest convergence, and the power of discourse. Using data collected from 28 textual sources and 29 interviews of teachers, students, and administrators at STEM Schools, a comparative case study approach was used to examine the historical development of two STEM Schools in one urban area. Findings indicated that the creation of STEM Schools was a way to protect STEM as a property of Whiteness by funneling resources toward White, middle‐class students. Additionally, the motivation for the conversions demonstrates how interest convergence functions in educational reform. In particular, the interests of White parents (to have access to high‐quality educational resources) and industry leaders (to develop a STEM workforce) temporarily converged with the interests of local families to improve neighborhood schools. However, ultimately, Black students and families, particularly those from lower socioeconomic status, were not served by the new STEM Schools
Critical race theory · Mathematics education · Pedagogy · Political science · Population · Public relations · Race (biology) · Socioeconomic status · Sociology · Workforce · Critical Race Theory in Education · Gender Studies · Higher Education Research Studies · Indigenous and Place-Based Education · Psychology
Rethinking Case Study Research
What are we talking about when we talk about STEM education? A review of literature
Discursive identity
Whiteness as Property in Science Teacher Education
Whiteness as Property
Brown v. Board of Education and the Interest-Convergence Dilemma
A Critique of “STEM” Education
Critical Race Theory Matters
Durable Inequality
Racism Without Racists
Handbook of Critical Race Theory in Education
Toward a Critical Race Theory of Education
Hollowed Out
Questioning Power
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
The Ironies of School Choice
Local Politics and Portfolio Management Models
I Wanted Diversity, But Not So Much”
Down by the Riverside
Accessing STEM-Focused Education
Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property
In the Guise of STEM Education Reform
Just what is critical race theory and what's it doing in a nice field like education
Inclusive STEM High School Design
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |