Developing Culturally and Structurally Responsive Approaches to STEM Education to Advance Education Equity

Autor/inn/en	Corneille, Maya; Lee, Anna; Harris, Kimberly N.; Jackson, Karen T.; Covington, Megan
Titel	Developing Culturally and Structurally Responsive Approaches to STEM Education to Advance Education Equity
Quelle	In: Journal of Negro Education, 89 (2020) 1, S.48-57 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Culturally Relevant Education; STEM Education; Equal Education; Access to Education; Barriers; Disproportionate Representation; African American Students; Student Participation; Science Careers; Higher Education; Holistic Approach; Racial Identification; Resilience (Psychology); Racial Bias + Suchen Sie Ihr Suchwort? STEM; Education; Access; Bildung; Zugang; Bildungszugang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Racial discrimination; Rassismus
Abstract	Numerous structural and cultural barriers exist that contribute to the underrepresentation of Black/African American students in STEM disciplines and careers. This article explores how structural and cultural barriers operate to impact Black/African American students' pursuit of STEM education and STEM careers. The authors describe structurally and culturally responsive frameworks that may address these barriers and provide specific recommendations to increase education equity and representation of Black/African American students in STEM careers. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01