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

Nxumalo, Fikile; Gitari, Wanja

doi:10.1007/s42330-021-00160-8

Cited by 12 publications

(9 citation statements)

References 32 publications

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“…Developed and developing countries have recently been seriously engaged in Science, Technology, Mathematics, and Engineering (STEM) education (Li et al, 2020;Simarro & Couso, 2021). Especially in the USA, STEM integration is being used increasingly (Nxumalo & Gitari, 2021). China, Japan, South Korea, and most European Union countries apply student and design-centered STEM education to train individuals.…”

Section: Introductionmentioning

confidence: 99%

An Examination of the Studies on STEM in Education: A Bibliometric Mapping Analysis

Taş

Bolat

2022

IJTES

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This research aims to propose a bibliometric map of studies on the use of STEM in education. This study used publication co-citation analysis, author co-citation analysis, and word frequency analysis methods to reveal the structure and transformation of STEM literature. Descriptive data such as the distribution of studies in the field by country, institution, and time were obtained from the Web of Science (WoS) database. We used the RStudio program for bibliometric analysis. The International Journal of Stem Education is the most widely published. Journal of Science Education and Technology received the most citations. Guzey S.S. is the author with the most publications on the subject. Capraro M.M. most cited author. The university that publishes the most is Purdue University. The USA is the country with the highest number of publications. The paper by Blickenstaff titled Gender and Education in 2005 has been cited the most worldwide. The research by Maltese, which was published in 2019, had the highest local citation rate. According to the results of cluster analysis, four clusters were formed. The term "STEM" appears to be present in all clusters. "STEM Education" was also included in three clusters.

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Section: Introductionmentioning

confidence: 99%

An Examination of the Studies on STEM in Education: A Bibliometric Mapping Analysis

Taş

Bolat

2022

IJTES

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“…Indeed, it is likely that the higher rates of NSBE participation (Smith et al, 2021) are connected to the more pronounced threats to fit experienced by Black students (Campbell-Montalvo et al, 2021). Black students' increased tendency to seek assistance helpful in fit can be understood given STEM's anti-Blackness (Bullock, 2017;Cedillo, 2018;Martin et al, 2019;Vakil and Ayers, 2019;Nxumalo and Gitari, 2021). Skvoretz et al (2020) reported that students from various ethnic/ racial groups enter their engineering programs with differing levels of social capital.…”

Section: Discussionmentioning

confidence: 99%

“…Instead, feelings of fit are a consequence of how well universities and engineering programs make spaces for, include, and validate a range of students (Campbell-Montalvo et al, 2021). Because engineering and STEM cultures are not founded upon the cultural experiences and traditions of women and people of color, resulting in the anti-blackness of STEM (Bullock, 2017;Cedillo, 2018;Martin et al, 2019;Vakil and Ayers, 2019;Nxumalo and Gitari, 2021), women and URM students may be less likely to fit in engineering and STEM programs (Goldrick-Rab, 2006).…”

Section: Theoretical Perspective: Cmes (Fit) and Social Capitalmentioning

confidence: 99%

The Influence of Professional Engineering Organizations on Women and Underrepresented Minority Students’ Fit

et al. 2022

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Our work focuses on women and underrepresented minority (URM) students’ cultural models of engineering success (CMES) or beliefs about doing well in engineering. Because of its consequential effect on persistence, we pay special attention to the fit domain of CMES—student feelings of belonging in their engineering program. We examine 1) how student fit is affected by participatory social capital (i.e., participation in professional engineering organizations [PEOs] that have as part of their mission a goal to assist students in their STEM education and careers), as well as 2) the factors that affect students’ decisions to participate in PEOs. Due to the traditional prioritization of majority norms in engineering programs, women and URM students’ CMES may conflict with the cultures manifested in engineering departments. Analysis of interviews with 55 women and URM engineering students shows that PEOs, particularly gender- and race-focused PEOs, affect students’ feelings of fit. PEOs affect student fit positively and primarily through expressive social capital—emotional support wherein students feel they fit in because PEOs provide a sense of community and opportunities to be around successful women and URM engineers. PEOs also allow students to build instrumental social capital, such as academic and professional skills, including networking and knowledge development. Encouragement from others and their desire to be around people like themselves played a central role in students joining PEOs. However, students identified time, financial, and fit issues that discouraged them from participating in PEOs. This investigation illuminates how socially distant others from PEOs affect student fit, extending previous work which uncovered how more proximal others affect fit as well as previous work finding that URM students participating in PEOs were more likely to persist in their engineering program. Research, theory, and practice applications are presented.

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“…Anti-blackness is a framework that stresses the uniqueness of black positionality and experiences relative to other non-black social groups (Vargas and Jung, 2021, as quoted in Nxumalo and Gitari, 2021). Others (ross, 2020) described it as a theoretical framework that illuminates society’s inability to recognize the humanity of black people and the disdain, disregard and disgust for their existence…”

Section: Multicultural Educationmentioning

confidence: 99%

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

Daniel

2022

JME

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Purpose This paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding how the centering of Western epistemic perspectives perpetuate hierarchies and processes of racialization and invisibilized structures of domination that (re)produce differential learning experiences and outcomes for black students. This study aims to build on prior research to help teacher candidates more effectively recognize and challenge racism and anti-blackness in their schools and teaching practices. Design/methodology/approach In this paper, the author discusses how racism and anti-blackness are perpetuated in schooling and why teacher educators must address them in our work with teacher candidates. Drawing upon existing literature on teacher education, my experiences as a teacher educator and social justice scholar, and insights from the decolonial scholarship, the discusses the importance of a decolonial lens for disrupting racism and anti-blackness, and I offer examples of how teacher educators and teacher candidates can engage in this work. Findings Multicultural education has done little to change the conditions of black students in schools. While most teacher education programs have made efforts to become more oriented toward social justice, there is a wide gap between program goals and teachers who can work effectively with the diversity of students that they serve. Practical implications This paper outlines an approach that teacher educators can use to further develop an antiracist decolonial teaching and research agenda and support teacher candidates regardless of their racial/ethnic group. Social implications A decolonial analysis can help teachers develop a better understanding of the structural and school inequalities that create disparate outcomes for black students and how to intervene. This is urgently necessary, as schooling remains a site of non-belonging and marginalization for black children and youth. Originality/value This paper offers a new race-conscious approach to disrupt systemic racism and anti-blackness in education.

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

Cited by 12 publications

References 32 publications

An Examination of the Studies on STEM in Education: A Bibliometric Mapping Analysis

An Examination of the Studies on STEM in Education: A Bibliometric Mapping Analysis

The Influence of Professional Engineering Organizations on Women and Underrepresented Minority Students’ Fit

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

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