Practicality of Culturally Relevant Pedagogy and Black Feminism in Creating Spaces for Urban Black/Brown Girls in Science

• In Event: Sheraton Roundtable Session 32
  In Roundtable Session: Examining Gender in Science, Technology, Engineering, and Math (STEM)

Abstract

This paper explores how a Hip-hop based science program created a space for four urban Black/Brown girls in high school to learn science and challenge stereotypes about girls in science and hip-hop. In this paper we argue that a culturally relevant hip-hop rooted science classroom, creates a space where Black/Brown girls can demonstrate their scientific literacy and knowledge while resisting race/gender biases.

Authors

• Christopher Emdin, Teachers College, Columbia University

• Gifty Asantewa Asamani, Teachers College, Columbia University