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The participation of Black students in science, technology,
engineering, and mathematics (STEM) fields, is an issue of national
concern. Educators and policymakers are seeking to promote STEM
studies and eventual degree attainment, especially those from
underrepresented groups, including Black students, women,
economically disadvantaged, and students with disabilities.
Literature shows that this has been of great interest to
researchers, policymakers, and institutions for several years
(Nettles & Millet, 2006; Council of Graduate School (CGS),
2009; National Science Foundation (NSF), 2006), therefore an
extensive understanding of access, attrition, and degree completion
for Black students in STEM is needed. According to Hussar and
Bailey (2014), the Black and Latino postsecondary enrollment rates
will increase by approximately 25% between 2011 and 2022. It is
critical that this projected enrollment increase translates into an
increase in Black student STEM enrollment, persistence and
consequently STEM workforce. In view of the shifting demographic
landscape, addressing access, equity and achievement for Black
students in STEM is essential. Institutions, whether they are
secondary or postsecondary, all have unique formal and informal
academic structures that students must learn to navigate in order
to become academically and socially acclimated to the institution
(Tyler, Brothers, & Haynes, 2014). Therefore positive
experience with the academic environment becomes critical to the
success of a student persisting and graduating. Understanding and
addressing the challenges faced by Black students in STEM begins
with understanding the complexities they face at all levels of
education. A sense of urgency is now needed to explore these
complexities and how they impact students at all educational
levels. This book will explore hidden figures and concerns of
social connectedness, mentoring practices, and identity constructs
that uncover unnoticed talent pools and encourage STEM
matriculation among Black STEM students' in preK-12 and
post-secondary landscapes. Section 1-Socialization Social discourse
concerning how male and females are supposed to enact their
socially sanctioned roles is being played out daily in educational
institutions. Individuals who chose STEM education and STEM careers
are constantly battling this social discourse. It is necessary for
P-20 STEM spaces to examine and integrate understanding of
socialization within the larger societal culture for systemic and
lasting change to happen. Section 2-Mentoring A nurturing process
in which a more skilled or more experienced person, serving as a
role model teaches, sponsors, encourages, counsels, and befriends a
less skilled or less experienced person for the purpose of
promoting the latter's academic, professional and/or personal
development. Section 3-Identity Research focusing on identity
constructs in STEM has become more common, especially as it relates
to student retention and attrition. Researchers have been able to
use identity as a way to examine how social stigma can cause
students to (dis)identify within STEM spaces.
The participation of Black students in science, technology,
engineering, and mathematics (STEM) fields, is an issue of national
concern. Educators and policymakers are seeking to promote STEM
studies and eventual degree attainment, especially those from
underrepresented groups, including Black students, women,
economically disadvantaged, and students with disabilities.
Literature shows that this has been of great interest to
researchers, policymakers, and institutions for several years
(Nettles & Millet, 2006; Council of Graduate School (CGS),
2009; National Science Foundation (NSF), 2006), therefore an
extensive understanding of access, attrition, and degree completion
for Black students in STEM is needed. According to Hussar and
Bailey (2014), the Black and Latino postsecondary enrollment rates
will increase by approximately 25% between 2011 and 2022. It is
critical that this projected enrollment increase translates into an
increase in Black student STEM enrollment, persistence and
consequently STEM workforce. In view of the shifting demographic
landscape, addressing access, equity and achievement for Black
students in STEM is essential. Institutions, whether they are
secondary or postsecondary, all have unique formal and informal
academic structures that students must learn to navigate in order
to become academically and socially acclimated to the institution
(Tyler, Brothers, & Haynes, 2014). Therefore positive
experience with the academic environment becomes critical to the
success of a student persisting and graduating. Understanding and
addressing the challenges faced by Black students in STEM begins
with understanding the complexities they face at all levels of
education. A sense of urgency is now needed to explore these
complexities and how they impact students at all educational
levels. This book will explore hidden figures and concerns of
social connectedness, mentoring practices, and identity constructs
that uncover unnoticed talent pools and encourage STEM
matriculation among Black STEM students' in preK-12 and
post-secondary landscapes. Section 1-Socialization Social discourse
concerning how male and females are supposed to enact their
socially sanctioned roles is being played out daily in educational
institutions. Individuals who chose STEM education and STEM careers
are constantly battling this social discourse. It is necessary for
P-20 STEM spaces to examine and integrate understanding of
socialization within the larger societal culture for systemic and
lasting change to happen. Section 2-Mentoring A nurturing process
in which a more skilled or more experienced person, serving as a
role model teaches, sponsors, encourages, counsels, and befriends a
less skilled or less experienced person for the purpose of
promoting the latter's academic, professional and/or personal
development. Section 3-Identity Research focusing on identity
constructs in STEM has become more common, especially as it relates
to student retention and attrition. Researchers have been able to
use identity as a way to examine how social stigma can cause
students to (dis)identify within STEM spaces.
Historically, white women have had a tremendous influence on
establishing the ideological, political, and cultural scaffold of
American public schools. Pedagogical orientations, school policies,
and classroom practices are underwritten by white, cisgender,
feminine, and middle to upper class social and cultural norms.
Labor trends suggest that students of color are likely to sit in
front of many more white women teachers than males or non?white
teachers, thus making it imperative to better understand the nature
of white women's work in culturally diverse settings and the
factors that most profoundly impact their effectiveness. This book
examines how white women teacher dispositions (i.e. knowledge,
beliefs, and skills) intersect (and/or interact) with their racial
identity development, the concept of whiteness, institutional
racism, and cultural perspectives of racial difference. All of
which, as the authors in this volume argue, matter for nurturing a
teaching practice that leads to more equitable schooling outcomes
for youth of color. While it is imperative that the field of
education recruits and retains more nonwhite teachers, it is
equally important to identify research?supported professional
development resources for a white woman?dominated profession. To
that end, the book's contributors present critical insight for
creating cultural contexts for learning conducive to effective
cross?cultural and cross?racial teaching. Chapters in the first
section explore white women's role in establishing and maintaining
school environments that cater to Eurocentric sensibilities and
white racial preferences for learning and social interaction.
Authors in the second section discern the implications of white
images, whiteness, and white racial identity formation for
preparing and professionally developing white women teachers to be
effective educators. Chapters in the third section of the book
emphasize the centrality of race in negotiating academic
interactions that demonstrate culturally responsive teaching. Each
chapter in this book is written to investigate the
intersectionality of race, cultural responsive pedagogies, and
teaching identities as it relate to teaching in multiethnic
environments. In addition, the book offers solution?oriented
practices to equip white women (and any other reader) to respond
appropriately and adequately to the needs of racially diverse
students in American schools.
Historically, white women have had a tremendous influence on
establishing the ideological, political, and cultural scaffold of
American public schools. Pedagogical orientations, school policies,
and classroom practices are underwritten by white, cisgender,
feminine, and middle to upper class social and cultural norms.
Labor trends suggest that students of color are likely to sit in
front of many more white women teachers than males or non?white
teachers, thus making it imperative to better understand the nature
of white women's work in culturally diverse settings and the
factors that most profoundly impact their effectiveness. This book
examines how white women teacher dispositions (i.e. knowledge,
beliefs, and skills) intersect (and/or interact) with their racial
identity development, the concept of whiteness, institutional
racism, and cultural perspectives of racial difference. All of
which, as the authors in this volume argue, matter for nurturing a
teaching practice that leads to more equitable schooling outcomes
for youth of color. While it is imperative that the field of
education recruits and retains more nonwhite teachers, it is
equally important to identify research?supported professional
development resources for a white woman?dominated profession. To
that end, the book's contributors present critical insight for
creating cultural contexts for learning conducive to effective
cross?cultural and cross?racial teaching. Chapters in the first
section explore white women's role in establishing and maintaining
school environments that cater to Eurocentric sensibilities and
white racial preferences for learning and social interaction.
Authors in the second section discern the implications of white
images, whiteness, and white racial identity formation for
preparing and professionally developing white women teachers to be
effective educators. Chapters in the third section of the book
emphasize the centrality of race in negotiating academic
interactions that demonstrate culturally responsive teaching. Each
chapter in this book is written to investigate the
intersectionality of race, cultural responsive pedagogies, and
teaching identities as it relate to teaching in multiethnic
environments. In addition, the book offers solution?oriented
practices to equip white women (and any other reader) to respond
appropriately and adequately to the needs of racially diverse
students in American schools.
The purposes of this book are rooted in the move from invisibility
to visibility and silence to voice. This work uses auto ethnography
as an enterprise to break down traditional barriers that support
the invisibility of diverse epistemologies (Altheide &
Johnson,2011). The reality of invisibility and silence has plagued
scholars of colour in their attempt to make known the cultural
significance found in the planning and execution of research. As a
result, this book purposes to support the visibility and voice of
scholars of colour who conduct auto ethnographic research from a
racial, gendered, and critical theoretical framework. This work
further supports the research community as it examines and
re-examines culturally indigenous epistemologies as a viable
vehicle for rigorous and authentic inquiry (Dillard, 2000). The
significance of this book can be grafted from its attention to new
ways of thinking about doing research. While much of the previous
scholarship on auto ethnography highlights the importance of
personal narrative and voice, this book includes the latter but
also examines the concept of race and culture as undisputable
factors in the doing of research. Burdell & Swadener (1999)
contends that auto ethnography should interrogate the subjective
nature and question master narratives and empirical assumptions.
Spry (2011) emphasizes auto ethnography as a moral discourse that
foster intimate experiences grounded in historical processes.
Authoethnographic research then, has the potential to provide a
lens by which researchers can delve into research with a greater
sense of personal experiences and critical understanding of the
inquiry context.
The purposes of this book are rooted in the move from invisibility
to visibility and silence to voice. This work uses auto ethnography
as an enterprise to break down traditional barriers that support
the invisibility of diverse epistemologies (Altheide &
Johnson,2011). The reality of invisibility and silence has plagued
scholars of colour in their attempt to make known the cultural
significance found in the planning and execution of research. As a
result, this book purposes to support the visibility and voice of
scholars of colour who conduct auto ethnographic research from a
racial, gendered, and critical theoretical framework. This work
further supports the research community as it examines and
re-examines culturally indigenous epistemologies as a viable
vehicle for rigorous and authentic inquiry (Dillard, 2000). The
significance of this book can be grafted from its attention to new
ways of thinking about doing research. While much of the previous
scholarship on auto ethnography highlights the importance of
personal narrative and voice, this book includes the latter but
also examines the concept of race and culture as undisputable
factors in the doing of research. Burdell & Swadener (1999)
contends that auto ethnography should interrogate the subjective
nature and question master narratives and empirical assumptions.
Spry (2011) emphasizes auto ethnography as a moral discourse that
foster intimate experiences grounded in historical processes.
Authoethnographic research then, has the potential to provide a
lens by which researchers can delve into research with a greater
sense of personal experiences and critical understanding of the
inquiry context.
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