年間 6 号発行
ISSN 印刷: 1072-8325
ISSN オンライン: 1940-431X
Indexed in
K–12 TEACHERS: IMPORTANT BRIDGES TO SUCCESS FOR AFRICAN-AMERICAN STUDENTS
要約
This paper is one product of a larger qualitative project to study underrepresented minority students majoring in physics and other related science, technology, engineering, and mathematics (STEM) fields. Over the course of five years, 162 students at various points in their academic careers from multiple institutions participated in focus groups and interviews at national conference meetings. The study's 82 Black students informed this paper, examining their perceptions of the role and behaviors of their K–12 teachers in facilitating their confidence and ability to do math and science and to pursue STEM degrees. Four themes emerged: affirmation of students' abilities, validating teachers lead to motivated students, coping with invalidating experiences, and barriers and teachers as role models and mentors.
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Fries-Britt Sharon, White-Lewis Damani, In Pursuit of Meaningful Relationships: How Black Males Perceive Faculty Interactions in STEM, The Urban Review, 52, 3, 2020. Crossref
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London Jeremi S., Lee Walter C., Hawkins Ash Chaneé D., Potential engineers: A systematic literature review exploring Black children's access to and experiences with STEM , Journal of Engineering Education, 110, 4, 2021. Crossref