K-12 DREAMS to Teach Program at Morehouse College: Challenges and Opportunities Creating the Next Generation of African American Male STEM Teachers

Autor/inn/en	Trawick, Cynthia; Monroe-White, Thema; Tola, Jigsa A.; Clayton, Jamie P.; Haynes, J. K.
Titel	K-12 DREAMS to Teach Program at Morehouse College: Challenges and Opportunities Creating the Next Generation of African American Male STEM Teachers
Quelle	In: Journal of College Science Teaching, 49 (2020) 5, S.68-75 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Black Colleges; African American Teachers; Preservice Teachers; Males; STEM Education; Preservice Teacher Education; Academic Persistence; Disproportionate Representation; Program Descriptions; High School Students; Program Evaluation; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; STEM; Lehramtsstudiengang; Lehrerausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation
Abstract	This study explores the pathways to K-12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors' influence on STEM participation and persistence. This study investigates the pathways of Black males who successfully overcome barriers and subsequently choose to persist (or not) in STEM and STEM K-12 instruction in particular. Findings suggest that although DRK-12 Dreams to Teach participants arrive at Morehouse less prepared to pursue STEM degrees than other Morehouse STEM students, they catch up and are retained in STEM and are on track to graduate at the same rate. This study improves our understanding of STEM persistence and K-12 instruction in the context of a federally funded, STEM-focused intervention targeting African American males. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01