Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter
Abstract
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students’ experience and increase interest in pursuing future STEM careers.
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Biographies
Anna Lee is the co-director of the Collective Health and Education Equity Research (CHEER) Collaborative and an Associate Professor in the Department of Psychology at North Carolina A&T State University. She received her Ph.D. in Social Psychology from Howard University. Her research focus is on the impact of structural inequities (i.e., racism, sexism, discrimination, and stigma) on educational outcomes.
Dawn X. Henderson is the co-director of the Collective Health and Education Equity Research (CHEER) Collaborative and Director of Research at Village of Wisdom. She received her Ph.D. in Community Psychology from North Carolina State University. Her facilitates workshops on equity in research and consults on designing community-based participatory research with nonprofit and higher education institutions.
Maya Corneille is the co-director of the Collective Health and Education Equity Research (CHEER) Collaborative. She received her Ph.D. in Social Psychology from Virginia Commonwealth University. She facilitates racial, gender equity workshops, and provides consultation for leaders of social justice organizations.
Terrell Morton is an assistant professor of Identity and Justice in STEM Education at the University of Missouri. He received a Ph.D. in Education – Learning and Psychological Sciences from the University of North Carolina at Chapel Hill. His research and work focus on identity as it informs the persistence and engagement of racialized and minoritized students in STEM postsecondary education.
Krishanna Prince is a doctoral student in Sociology at the University of Delaware. She received her B.A. in Psychology from North Carolina A&T State University and was a research assistant in the CHEER research lab. Her research interests include examining the impact of racism on the lived experiences of Black Americans.
Steven Burnett received his B.A. in Psychology from North Carolina A&T State University. He was a research assistant in the Collective Health and Education Equity Research (CHEER) lab.
Tracie Roberson is a special education teacher at Williamson High School and Middle Grades Preparatory Academy. She received her J.D. from Samford University. She teaches at a school with a majority Black student population in an urban setting.
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