They’re Moving in Spaces They’re Not Used to: Examining the Racialized Experiences of African American Students in a High School STEAM Academy

Abstract

In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing African American/Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships). Based on the perspectives of school personnel and community partners, we found the school administrators and teachers enacted social justice–centered curricular strategies to elicit emancipatory and participatory actions for administrators, teachers, and students. This type of curriculum for students helped them cope with the stressors of encountering racialized experiences and microaggressions in the school and beyond; thereby, enabling them to be resilient in the face of a discriminatory and oppressive society.

Inequitable representation of Black boys in gifted and talented education, Advanced Placement, and special education

“…These imbalances result in a double mismatch for Black boys. Equally poignant, when we consider who is thriving in schools, it is White girls—a double congruence that supports the increasing volume of work on diversifying the education profession because representation and racial matching matter (Fletcher, 2014; Fletcher & Hernandez‐Gantes, 2021). Minoritized students achieve at higher levels when they have educators who look like them (Fletcher & Moore, 2021; Fletcher & Tan, 2021), who share their culture (Easton‐Brooks, 2019; Erickson, 2004; Hines, Fletcher, et al., 2022), and who hold high expectations of them (Ford, 2011).…”

Representation matters: A case study of ethnic matching aimed at building an environment of success for Black males

“…Nevertheless, Fletcher and Hernandez‐Gantes (2021) examined how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. The researchers were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships).…”

Challenges for parents of color in children's STEM career aspiration

“…On the other hand, Shure et al (2019) explored the relationship between school counselor recommendations and student cultural behavioral styles and found that school counselor bias and low expectations of students of color (African American) contributed to educational disproportionality. Similarly, Fletcher and Hernandez-Gantes (2021) pointed to teachers' cultural incompetency which sometimes hinders students of color's academic growth. For example, Fletcher et al found that when teachers and administrators developed more racially focused pedagogy; that is, they took a social justice approach to education, African American students in STEAM programs (Science, Technology, Arts, and Mathematics) were more successful.…”

“…(2019) explored the relationship between school counselor recommendations and student cultural behavioral styles and found that school counselor bias and low expectations of students of color (African American) contributed to educational disproportionality. Similarly, Fletcher and Hernandez‐Gantes (2021) pointed to teachers’ cultural incompetency which sometimes hinders students of color's academic growth. For example, Fletcher et al.…”