Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity

Autor/in	Collins, Kristina Henry
Titel	Confronting Color-Blind STEM Talent Development: Toward a Contextual Model for Black Student STEM Identity
Quelle	In: Journal of Advanced Academics, 29 (2018) 2, S.143-168 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X18757958
Schlagwörter	STEM Education; Talent Development; Identification (Psychology); African American Students; Self Concept; Models; Disproportionate Representation; Minority Group Students; Critical Theory; Race; Racial Identification; Racial Attitudes; Cultural Influences; Student Motivation; Gender Differences; Student Attitudes; Gender Bias; Equal Education; Academic Achievement; Academic Persistence; Undergraduate Students; Racial Differences; Literature Reviews + Suchen Sie Ihr Suchwort? STEM; Begabtenförderung; Talentförderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Analogiemodell; Kritische Theorie; Rasse; Abstammung; Rassenfrage; Cultural influence; Kultureinfluss; Schulische Motivation; Geschlechterkonflikt; Schülerverhalten; Geschlechterstereotyp; Schulleistung; Rassenunterschied
Abstract	What is Black student's science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes among Black students at various educational levels are examined to determine a definition for STEM identity. The findings revealed a void in the research that emphasizes Black students' academic strengths and positive role of cultural values as approaches to learning. Two models, Whiting's Black Male Scholar Identity and Ford's Female Achievement Model for Excellence (F2AME), are highlighted as particularly promising models to inform Black students' STEM identity. The author introduces key factors of Black student STEM identity as a framework and calls for action to redress the racial and gender inequalities in current STEM talent development that contribute to underrepresentation throughout STEM pipeline. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01