From "Black Girl Exclusion" to "Black Girl Empowerment": Understanding One Black Girl's Digital and STEAM Literacy Practices as Empowering, Liberatory, and Agentic

Autor/inn/en	Lewis Ellison, Tisha; Qiu, Tairan
Titel	From "Black Girl Exclusion" to "Black Girl Empowerment": Understanding One Black Girl's Digital and STEAM Literacy Practices as Empowering, Liberatory, and Agentic
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 3, S.465-486 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis Ellison, Tisha) ORCID (Qiu, Tairan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2025493
Schlagwörter	Secondary School Students; African American Students; Females; Adolescents; Digital Literacy; STEM Education; Art Education; Robotics; Self Concept; Resilience (Psychology); Computer Oriented Programs; Clubs; Student Empowerment + Suchen Sie Ihr Suchwort? Sekundarschüler; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Robotertechnik; Selbstkonzept; Computerprogramm; Club; Klub; Studienberechtigung
Abstract	In this article, we use the framework "knowledgeable agents of the digital" to understand the agentic experiences of one adolescent Black girl's digital and STEAM literacy practices. After discriminatory acts deterred Star's interest in exploring STEAM literacy practices in school, her involvement in a digital application workshop for Black girls and their fathers and a robotics club for Black girls reshaped her understanding of herself as a leader and innovator. Through qualitative data sources, including surveys, interviews, observations, photos, audio/video recordings, focus groups, vision boards, and digital app making, we explore her actions as a knowledge maker, creator, and producer. These roles (re)affirmed her interests in STEAM and her racialized and gendered identities as a Black girl. This study is important for rethinking collective educational efforts to disrupt systems that discourage and marginalize Black girls and women of varying identities in digital and STEAM literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01