A Historically Black College/University Research-Practice Partnership to Co-Construct Equitable Learning Ecologies for Minoritized Youth

• In Event: 15.027 - Equity and Inclusion Issues in Teacher Recruitment and Retention Research

Abstract

Though historically Black colleges and universities (HBCUs) have long prepared science, technology, engineering, and mathematics (STEM) professionals, a void of research that examines the impact HBCUs have on younger student populations persists. Thus, we created a research-practice partnership to investigate the influence of an HBCU-school partnership on minoritized middle school students’ STEM engagement and the educators of color who teach and lead in their schools. Grounded in the vision of spreading the HBCU-effect, this paper describes how relationship building between minoritized students and successful STEM professionals of color serves to build pride in students’ and teachers’ community cultural wealth (Yosso, 2005) while preparing them to be more service-oriented by centering social justice problems relevant to their community.

Authors

• Deena Khalil, Howard University

• Adrian Wayne Bruce, Howard University

• Angel Miles Nash, Chapman University

• Meredith Weaver Kier, College of William and Mary

• Turhan Carroll, The Ohio State University - Columbus