Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM

There are two I’s in motivation: Interpersonal dimensions of science motivation among racially diverse adolescent youth

“…Illustrated by the qualitative analysis, most mentees saw themselves and their futures in relation to those experiences shared by their mentors. This interpersonal and collectivist aspect of present and future selves in science resonates with the cultural foundations of collectivist and interpersonal identity in African American, Latinx, and Asian American communities, among others (Allen & Bagozzi, 2001;Morton et al, 2020;Vargas & Kemmelmeier, 2013). Cultural psychologists use the distinction of individualistic versus collectivist cultures based on whether people emphasize personal or social identities (e.g., Markus & Kitayama, 1991).…”

Belonging-Centered Instruction: An Observational Approach toward Establishing Inclusive Mathematics Classrooms

“…It also encourages researchers to move beyond self-report survey data to understand belonging and allows observers to identify patterns of teacher actions that facilitate opportunities for belonging. Finally, the specific focus on mathematics classrooms serving marginalized students can help us understand how Belonging-Centered Instruction can promote equitable learning experiences for populations that have historically been oppressed in and excluded from mathematics spaces and careers (Bullock, 2017;Diversity in Mathematics Education Center for Teaching & Learning, 2007), and who have been taught mathematics in dehumanizing ways (Bartolomé, 1994;Gutiérrez, 2018;Martin, 2019;Morton et al, 2020).…”

“…Teachers can enact Communal Orientation through several action indicators, including 1) demanding communalism (i.e., prioritizing collective work and communicating its value); 2) teaching interdependence (i.e., providing students with directives on how to work collaboratively); 3) affirming communalism (i.e., praising students for cooperation or interdependence); 4) initiating communal calls and responses (i.e., calls that elicit specific responses from students and that promote class unity); and 5) using communal language (i.e., language that expresses partnership with students or forges a classroom identity). Because many marginalized communities maintain cultural frameworks that are oriented towards communalism or that emphasize interpersonal relationships and collaboration (Boykin et al, 1997;Morton et al, 2020), such teacher actions can promote belonging for students from those groups and prevent further marginalization of students' cultures. Teachers that create space for students to work in communal and collaborative contexts while engaging in mathematics also intentionally honor the cultural values of their marginalized students, which promotes equity through centering students' identities inside the classroom (Gutiérrez, 2012;Morton et al, 2020).…”

Introduction to the Special Theme on Responding to Anti-Blackness in Science, Mathematics, Technology and STEM Education

“…The cumulative effects of anti-Blackness in science, mathematics, technology and STEM spaces are felt in many ways. They are felt in the under-representation of Black students in STEM fields (Morton et al, 2019 ; Riegle-Crumb et al, 2019 ). They are also felt in technology-related STEM fields such as computer science education, where anti-Blackness manifests through persistent opportunity gaps for Black students with respect to a lack of access to technology and advanced courses (Madkins et al, 2020 ).…”