Jordan, Tasha
(2024)
Black Girls Are Scientists: Science Identity Development and the Role of Culturally
Sustaining Pedagogy in an Urban Science Classroom.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The racial, gender, and class disparities of science self-efficacy among middle school
students create an equity barrier in middle school science students. Despite the research supporting
the need for inclusion, the STEM education community has a long history of eliminating culturally
diverse topics and people from the science curriculum. There are various long-standing challenges
and future opportunities and recommendations for better serving the 6-8 science/STEM education
needs of urban schools and communities. Teachers must prioritize students’ learning by actively
identifying scientists and inventors of various racial and ethnic backgrounds, incorporating diverse
scientists into their everyday curriculum, and learning the importance of students seeing
themselves in the science curriculum to increase students’ science self-efficacy and the likelihood
of pursuing a STEM-related career.
Through a pre-post survey and empathy and semi-structured interviews, this project
examined identity development using classroom observations, note taking, looking at student
work, and interviews to gain a deeper understanding of the science identity development of African
American girls within an urban school setting in the Midwest.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
8 July 2024 |
| Date Type: |
Publication |
| Defense Date: |
2 April 2024 |
| Approval Date: |
8 July 2024 |
| Submission Date: |
13 June 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
165 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
black
girls
science
identity
science identity
culturally responsive teaching
culturally sustaining pedagogy |
| Date Deposited: |
08 Jul 2024 19:03 |
| Last Modified: |
21 Nov 2024 18:20 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46561 |
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