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Hidden No More: Factors That Influence the STEM Identity of African American Middle School Girls at the Rocky Ridge School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Hidden No More: Factors That Influence the STEM Identity of African American Middle School Girls at the Rocky Ridge School./
作者:	Stimpson, Jennifer Carol.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	156 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28022112
ISBN:	9798664792973

Hidden No More: Factors That Influence the STEM Identity of African American Middle School Girls at the Rocky Ridge School.
Stimpson, Jennifer Carol.

Hidden No More: Factors That Influence the STEM Identity of African American Middle School Girls at the Rocky Ridge School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 156 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2020.

This item must not be sold to any third party vendors.

Black women sit at the intersection of two, informing stereotypes: race and gender. This intersectionality yields barriers for Black women on their respective STEM-career journeys. Because professional STEM environments tend to be heavily male and non-minority, Black women have historically been absent. Even though they are members of the STEM community, they have often not had professional role models; instead, Black women have endured negative gender/racial portrayals that have ignored their existence into who or what a scientist is or can become. This research into the underrepresentation of Black women in STEM posits that the absence of Black women in STEM is a social justice issue. Existing research suggests that low numbers of Black women in STEM are a societal challenge rooted in early academic experiences, which often disconnect people of color from favorable educational opportunities. This work explores those factors which influence the science identity formation of African American middle school girls attending independent schools by building clarity around how they situate their school science, learning, and social environments. Using the theoretical perspective of racialized discourse, considering both their intersectionality and self-determination, this practitioner-based research study seeks to understand the lived experiences and science identity formation of African American middle school girls at independent schools. Middle school students attending an independent school serve as the core of this study, in which research seeks to understand their science identity formation through the lens of self-determination. By amplifying their stories and experiences, this study explores how the motivation to succeed in science inextricably ties to the students' autonomy, competence, and relatedness.

ISBN: 9798664792973Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

African American

Hidden No More: Factors That Influence the STEM Identity of African American Middle School Girls at the Rocky Ridge School.
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