Maximizing Opportunities to Enroll in Advanced Science Courses: Examining the Scientific Dispositions of Black Girls

• In Event: 58.061 - Critical Explorations of Race, Gender, and Sexuality in Education

Abstract

This study examined the relationship between enrollment in advanced high school science courses and science dispositions in a representative sample of Black female high school students. Data from the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed. A canonical correlation (CCA) was conducted to examine the relationships. The correlation matrix and partial correlations between all variables were obtained. The analysis yielded a statistically significant relationship between the two variable sets. This study suggests that in order to increase equal opportunities in advanced science participation it is important to understand how the science dispositions of Black girls predict advance science course enrollment. Implications to guide critical research and praxis to support Black girls are also provided.

Authors

• Jemimah Lea Young, University of North Texas

• Isi Ero-Tolliver, Hampton University

• Jamaal Young, University of North Texas

• Donna Y. Ford, Vanderbilt University