A Critical Race Theory Analysis of STEM Schools in an Urban School District

Autor/in	Wade-Jaimes, Katherine
Titel	A Critical Race Theory Analysis of STEM Schools in an Urban School District
Quelle	In: Science Education, 107 (2023) 5, S.1193-1214 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wade-Jaimes, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21801
Schlagwörter	Critical Theory; Race; STEM Education; Educational Change; Teaching Methods; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Comparative Analysis; Case Studies; Parent Attitudes; Educational Quality; Labor Force Development; African American Students; White Students; Social Differences; Urban Schools; Magnet Schools + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; STEM; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Case study; Fallstudie; Case Study; Elternverhalten; Quality of education; Bildungsqualität; Arbeitskräftebestand; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sozialer Unterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The creation of specialty science, technology, engineering, and math (STEM) Schools has been presented as a way to improve both academic and STEM-related outcomes, particularly in urban school districts where "failing" schools are converted the STEM Schools. This study examines this conversion process through the tenets of critical race theory, particularly the tenets of Whiteness as property, interest convergence, and the power of discourse. Using data collected from 28 textual sources and 29 interviews of teachers, students, and administrators at STEM Schools, a comparative case study approach was used to examine the historical development of two STEM Schools in one urban area. Findings indicated that the creation of STEM Schools was a way to protect STEM as a property of Whiteness by funneling resources toward White, middle-class students. Additionally, the motivation for the conversions demonstrates how interest convergence functions in educational reform. In particular, the interests of White parents (to have access to high-quality educational resources) and industry leaders (to develop a STEM workforce) temporarily converged with the interests of local families to improve neighborhood schools. However, ultimately, Black students and families, particularly those from lower socioeconomic status, were not served by the new STEM Schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01