African American Middle School Girls: Science All About "Us" and Our Future

• In Event: 60.029 - Toward More Equitable Science Learning Experiences

Abstract

This paper emphasizes how an inquiry-based science curriculum was implemented in an informal learning environment during the summer to African-American girls. Although girls are performing better in science, African American girls are consistently scoring below basic proficiency levels in science (NCES, 2010). Therefore, this qualitative study focused on the experiences of the girls, many from low-income households, as well as their instructor, who sought to promote effective and culturally relevant instruction. Data sources included focus group interviews, informal observations, field notes, and samples of students’ work. The findings indicated that although many of the girls had negative science experiences in their formal classroom setting, they embraced the hands-on approach implemented during the summer and could see themselves pursuing science careers.

Authors

• Natalie Simone King, University of Florida

• Natalie Marie Khoury Ridgewell, University of Florida

• Rose Pringle, University of Florida