Exploring How a Hip-Hop Based Science Program Afforded Black/Brown Girls the Space to Resist against Black/Brown Negative Stereotypes in STEM

Autor/inn/en	Asamani, Gifty A.; Adjapong, Edmund S.; Emdin, Christopher
Titel	Exploring How a Hip-Hop Based Science Program Afforded Black/Brown Girls the Space to Resist against Black/Brown Negative Stereotypes in STEM
Quelle	In: Journal of Urban Learning, Teaching, and Research, 16 (2022) 2, (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2766-497X
Schlagwörter	Music; Science Programs; African American Students; Hispanic American Students; Females; Ethnic Stereotypes; STEM Education; Urban Education; Culturally Relevant Education; Self Esteem; Learner Engagement; High School Students; Resilience (Psychology); Student Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Musik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Weibliches Geschlecht; National stereotype; Nationales Stereotyp; STEM; Stadtteilbezogenes Lernen; Self-esteem; Selbstaufmerksamkeit; High school; High schools; Oberschule; Schülerverhalten
Abstract	This longitudinal critical ethnographic study gave voices to Black and Brown girls who are racially and traditionally marginalized in STEM education. With the understanding that current science curricula are not culturally inclusive (Adjapong & Emdin, 2015; Atwater, 1996; Emdin, 2016; Ladson-Billings, 1995; Mensah, 2012; Takaki, 2012), the researchers explored the girls' responses to a science program that focused on addressing some of the existing cultural divides between urban youth of color and their counterparts, namely the Science Genius program. The goal of the study was to find out if the confidence and the engagement level of Black and Brown girls changed, and to what extent negative societal stereotypes about Black and Brown girls in science could be addressed if science were culturally relevant to their daily lives. We argue that the results of the study will provide insight into how to increase the diverse pool of participants into STEM career fields. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://jultr.online/index.php/jultr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01