Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

Autor/inn/en	King Miller, Beverly A.; Stevenson, Alma D.; Casler-Failing, Shelli L.
Titel	Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students
Quelle	In: Journal of Educational Research and Practice, 11 (2021) 1, S.257-276 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stevenson, Alma D.) ORCID (Casler-Failing, Shelli L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	STEM Education; Science Process Skills; Social Justice; Ethnic Stereotypes; Self Efficacy; African American Students; After School Programs; Clubs; Disproportionate Representation; Scientists; Role Models; Racial Bias; Ability; Equal Education; Middle School Students; Grade 6; Grade 7; Student Projects; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? STEM; Soziale Gerechtigkeit; National stereotype; Nationales Stereotyp; Self-efficacy; Selbstwirksamkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Scientist; Wissenschaftler; Identifikationsfigur; Racial discrimination; Rassismus; Fähigkeit; Fertigkeit; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schulprojekt
Abstract	This qualitative study draws from an after-school service project conducted by three research professors located in the Southeastern United States. Students from a local Boys and Girls Club were given an opportunity to participate in an integrated literacy, science, and mathematics program. The program was geared towards African American students who are underrepresented in science, technology, engineering, and mathematics (STEM). Bandura's (1995) self-efficacy theory is used as a lens to analyze the effects of the social justice education strategies used in the program. The curriculum was anchored using science process skills that incorporate literature and portray scientists as role models who look like the students. This strategy was used to combat stereotype threats regarding African American intelligence and STEM ability that challenge STEM membership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01