Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

Miller, Beverly A King; Stevenson, Alma D.; Casler-Failing, Shelli L.

doi:10.5590/jerap.2021.11.1.18

Cited by 3 publications

(2 citation statements)

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“…• Training in culturally responsive practices (Gay, 2002) • Placing importance on teaching to address different learning needs • Holding high expectations for all students free from biases and stereotypes • Differentiating teaching strategies and committing to teaching as well as research (Killpack & Melón, 2017) • Designing social justice driven STEM curricula to combat the negative stereotypes (King Miller et al, 2021) • Broadening the participation of minoritized students in research activities and allocating funds for them to conduct community outreach activities • Developing tangible support for minoritized students' individualized needs (Dewsbury, 2020) • Helping minoritized students see themselves visible and capable, and treating them with respect and dignity • Appreciating cultural identities (e.g., gender, race, sexual orientation, language, religion, and socioeconomic group) • Being mentors and role models for minoritized graduate and undergraduate students STEM departments…”

Section: University Agency Recommendationsmentioning

confidence: 99%

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

Yang

Gentry

2022

Gifted Child Quarterly

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Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.

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Section: University Agency Recommendationsmentioning

confidence: 99%

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

Yang

Gentry

2022

Gifted Child Quarterly

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“…Field trips can provide teachers with the practical experiences and firsthand encounters necessary to effectively teach these topics, bridging the gap between theoretical knowledge and real-world application (Bassaw et al, 2022). Moreover, field trips can help educators in Africa promote cultural understanding and combat stereotypes by exposing students to different communities, traditions, and perspectives (Taylor et al, 2019;King, Stevenson & Casler-Failing, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Role of Field Trips in Teacher Education for Teaching Social Studies in a Developing Country

Addo,

Mensah,

Kpodo

et al. 2023

Mediterr. J. Soc. Sci.

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This study investigated the role of field trips in teacher education for teaching Social Studies in a developing country, focusing on Ghana and specific Colleges of Education. A descriptive survey approach was used, with 35 Social Studies tutors and 316 students participating. The study examined tutor engagement in field trips and the challenges faced during these trips. Ethical procedures were followed, and data was collected through questionnaire. The findings revealed that field trips were used occasionally or infrequently by most teachers, with virtual realities and models being used more frequently. Field trips were considered significant for both teachers and students in enhancing comprehension. Challenges in organizing field trips included the stressful planning process and obtaining approval from stakeholders. Strict restrictions and lack of funding posed additional challenges. The study recommends improving pre- and post-field trip activities, creatively engaging students in relevant environments, and addressing the complexities of planning and obtaining permissions for field trips. Received: 20 March 2023 / Accepted: 27 October 2023 / Published: 5 November 2023

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Investigation of Postgraduate Theses in Turkey on Science Process Skills Involving Children

Kadan

Aral

2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Araştırmada çocukların yer aldığı bilimsel süreç becerilerine yönelik Türkiye’de yapılan lisansüstü tezlerin bir arada ele alınarak incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden doküman analizi tekniği kullanılmıştır. YÖK Ulusal Tez Merkezinde erişilebilen 217 tezle çalışılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Tez İnceleme Formu” kullanılmıştır. Araştırmada yer alan lisansüstü tezlerinin en fazla 2019 yılında Eğitim Bilimleri Enstitüsünde yüksek lisans tezi olarak yapıldığı, tezlerde nicel araştırma yöntemlerinden deneysel tekniğin kullanıldığı ve ortaokul döneminde öğrenim gören çocuklarla çalışıldığı belirlenmiştir. Araştırma sonucunda ulaşılan tezlerde en fazla uygulanan eğitim programlarının bilimsel süreç becerileri üzerindeki etkisinin belirlenmesinin amaçlandığı, tezlerin sonuçlarında da uygulanan eğitimlerin çocuklarda bilimsel düşünme becerilerine, akademik başarılarına, derse ve bilime yönelik tutumlarına olumlu yönde kazanım sağladığı saptanmıştır. Tezlerin önerilerinde ise bilimsel süreç becerilerini desteklemek için farklı eğitim programlarının kullanılması gerektiği yönünde önerilerin olduğu saptanmıştır. Elde edilen sonuçlar, çocukların aktif olarak yer aldığı bilimsel süreç becerilerinin, çocukların öğrenimlerinde olumlu katkılara yol açtığı, ancak aynı zamanda birtakım değişkenlere göre değiştiği yönündedir. Bu nedenle var olan bilimsel süreç becerilerinde farklı değişkenlerin yer aldığı çalışmaların ve dünyada çocuklara yönelik yapılan bilimsel süreç becerilerinin ne durumda olduğuna yönelik araştırmaların da bir arada ele alınarak incelenmesi önerilmektedir.

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Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

Cited by 3 publications

References 0 publications

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

The Role of Field Trips in Teacher Education for Teaching Social Studies in a Developing Country

Investigation of Postgraduate Theses in Turkey on Science Process Skills Involving Children

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