Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

Stanton, Julie Dangremond; Means, Darris R.; Babatola, Oluwadamilola; Osondu, Chimezie; Oni, Omowunmi; Mekonnen, Birook

doi:10.1187/cbe.21-02-0049

Cited by 16 publications

(15 citation statements)

References 69 publications

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“…Both prior research into the experiences of Black students (e.g., Solórzano et al. , 2000 ; Stanton et al. , 2022 ) and the Black students on our advisory board identified the events as racialized.…”

Section: Findings and Discussionmentioning

confidence: 80%

“…We began by compiling a list of potential racialized events from research about experiences of Black students at predominantly white institutions (PWIs; Solórzano et al. , 2000 ; Stanton et al. 2022 ).…”

Section: Methodsmentioning

confidence: 99%

“…, 2020 ; Allen et al. , 2022 ; Stanton et al. , 2022 ), and racist institutional norms ( Harper, 2012b ).…”

Section: Introductionmentioning

confidence: 99%

“…, 2022 ), and racist institutional norms ( Harper, 2012b ). Despite these considerable challenges, Black students succeed in our educational systems due to their own internal strengths and strategic responses to ubiquitous forms of racism (e.g., McGee and Martin, 2011 ; Harper, 2012a ; Strayhorn, 2015 ; Stanton et al. , 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

King

Russo-Tait

Andrews

2023

LSE

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Section: Findings and Discussionmentioning

confidence: 80%

Section: Methodsmentioning

confidence: 99%

“…, 2020 ; Allen et al. , 2022 ; Stanton et al. , 2022 ), and racist institutional norms ( Harper, 2012b ).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

King

Russo-Tait

Andrews

2023

LSE

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“…Faculty need not “reinvent the wheel” and can use existing curricular resources found in sites such as Course Source (an open access journal with evidence‐based, peer‐review teaching resources), Learning for Justice (http://learningforjustice.org), and Science Education for New Civic Engagement and Responsibilities (http://SENCER.net) to name a few. Learning about asset‐based frameworks such as Community Cultural Wealth (Yosso, 2005) and Funds of Knowledge (Denton & Borrego, 2021; Moll et al, 1992; Verdin et al, 2016) which support students by leveraging their strengths is paramount (NASEM, 2016; McGee, 2020; Paris & Alim, 2014; Powell et al, 2021; Skula et al, 2022; Stanton et al, 2021). Finally, many universities have Teaching and Learning Centers that can provide the appropriate training on developing curriculum and assessment, as well as student‐centered, evidence‐based, and equitable teaching practices.…”

Section: Discussionmentioning

confidence: 99%

Science faculty conceptions of equity and their association to teaching practices

Russo-Tait

2022

Science Education

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Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their teaching and related practices. This study examined equity conceptions and reported teaching practices among 45 faculty members in a College of Sciences at a research intensive, historically White, public university in the United States. Thematic analysis showed that faculty conceptualized equity in three ways—“equality,” “inclusion,” or “justice”—and these conceptions were associated with instructor‐centered or student‐centered practices. Professors with “equality” conceptions of equity tended to report teaching mostly via lecture, while those with “inclusion” conceptions reported using active learning and/or inclusive teaching practices. Most professors with a “justice” conception went beyond active learning and inclusive practices to also include an emerging critical pedagogy. Conceptions of equity appear to inform how university science faculty see their roles in advancing equity in their classrooms. These findings provide a foundation for future research that seeks to support college science faculty's understandings of equity issues in higher education and the pedagogical practices necessary to ameliorate them.

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Stop the spread: Empowering students to address misinformation through community‐engaged, interdisciplinary science communication training

Cagle,

Anderson,

Kelp

2024

J Res Sci Teach

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Teaching science in an age of disinformation and misinformation requires empowering students to address inaccurate information in evidence‐based ways. Science communication scholarship highlights the growing importance of inclusive and relational approaches for addressing misinformation. Thus, we developed, implemented, and evaluated an interdisciplinary, graduate‐level course for students in STEM, journalism/communication, and public health to learn to address misinformation using community‐engaged, evidence‐based approaches. We used the Theory of Planned Behavior as a theoretical framework for our mixed‐methods analysis of the efficacy of this course, assessing both the behaviors that students planned to utilize in community‐engaged science communication to address misinformation, as well as the attitudes, norms, and perceived behavioral control that influenced these planned behaviors. Quantitative self‐report metrics indicated that this curriculum increased students' subjective norms for misinformation correction as well as perceived behavioral control of science communication and science civic engagement. Thematic analysis of qualitative student interview data showed that the course helped students increase their plans for inclusive approaches to addressing misinformation. This study indicates the importance of community‐engaged curriculum to develop the mindset and self‐efficacy necessary for scientists‐in‐training to address misinformation in their communities.

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Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed

Cited by 16 publications

References 69 publications

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

Science faculty conceptions of equity and their association to teaching practices

Stop the spread: Empowering students to address misinformation through community‐engaged, interdisciplinary science communication training

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