Factors Influencing Elementary Teachers' Positioning of African American Girls as Science and Mathematics Learners

Abstract

Despite recent progress toward gender equity in science and mathematics education, the underachievement of low‐income African American girls remains a challenge when compared with their white counterparts. Furthermore, the causes of this persistent underachievement have not been explored thoroughly. We have initiated a three‐year longitudinal study of how African American girls position themselves in relation to science and mathematics learning from fifth to seventh grade, including the impact, if any, of the positioning of teachers, counselors, and parents on this process. In this article, we share findings examining science and mathematics teachers' actions and perceptions and their positioning of African American girls. This qualitative study used an interpretive design with multiple data sources including classroom observations, interviews, and field notes. Findings reveal that school‐wide policies and teachers' autonomous decisions impact the regularity of science and mathematics instruction, and that teachers do not always conceptualize the girls as science and mathematics achievers, positioning them in negative ways.

Black girls speak STEM: Counterstories of informal and formal learning experiences

“…The girls shared occurrences of discrimination in their science classrooms and attributed those acts to teachers rather than their peers. In agreement with Pringle et al's () findings, the girls' accounts support the notion that teachers do not always conceptualize Black girls as science and mathematics achievers and thus position them in negative ways. Furthermore, in alignment with critical race methodology, the girls' interpretations of their formal school experiences challenged the notion of race neutrality and meritocracy.…”

“…A recent report indicates that Black girls are often stereotyped before they even enter into a school building, which impacts their self‐esteem and self‐perceptions (Smith‐Evans, George, Graves, Kaufmann, & Frohlich, ). These stereotypical images attached to Black girls form the reference point from which they are afforded learning experiences, and expectations are lowered compared to their White counterparts (Nasir, Snyder, Shah, & Ross, ; Pringle et al, ). This is further compounded because oftentimes school norms are not congruent with the cultural practices of Black girls, forcing them to either conform to middle‐class notions of how girls should behave, or get disciplined for defying those expectations (Parsons, ; Smith‐Evans et al, ).…”

“…They also, often experience difficulty in building a community and support system to persist in hostile and competitive academic spaces (Strayhorn, ). Black girls are trailing behind their peers in science and mathematics narrowing their career options and potential quality of life as adults (Pringle et al, ). To increase the participation of Black women in STEM fields, the culture of science and science teaching must be transformed to one that values girls, students of color, and those who come from low socioeconomic households (Aud, Fox, & Kewal Ramani, ; George et al, ; Hanson, ; Hernandez‐Gantes & Fletcher, ).…”

“…Notably, Black girls have consistently scored below basic proficiency levels in science when compared to their White counterparts (Hanson, ; Aud, Fox, & Kewal Ramani, ). Research supports that Black girls begin losing interest in science during the middle school years, and choose not to take advanced science courses in high school and college (Pringle, Brkich, Adams, West‐Olatunii, Archer, & A, ; Corbett et al, ; Hanson, ). There is a demonstrated need to increase the participation of Black girls in science, but an even greater need exists to paint a systemic portrait that portrays the science talents and proficiency of Black women and girls.…”

A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K–12 Education

“…School officials commonly assessed Black female students’ academic abilities to be average or slightly below average when compared with other students (Brickhouse, Lowery, & Schultz, 2000; Carter, 2005; Lim, 2008; Pringle, Brkich, Adams, West-Olatunii, & Archer-Banks, 2012; West-Olatunji et al, 2010). Interestingly, in many of the studies, school officials appeared to have difficulty sustaining a conversation focused solely on Black female students’ academic abilities.…”