The Inner Workings of a STEM Professional Learning Community for Middle School Black Boys at a Historically Black College/University

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-10 - Leveraging Instructional, Content, and Mentoring Practices for Black Male Middle School Students in Informal STEM Programs at Historically Black Colleges and Universities

Abstract

Objective & Purpose: There is limited research of STEM PLCs for middle school Black boys, especially at an HBCU. This presentation will share findings from a STEM PLC for Black boys at an HBCU. The STEM programming for Black boys was centered-on traditional and innovative STEM content and pedagogical practices including mathematics, 3-D printing, virtual/augmented reality, drones, coding, and app development. The boys were provided hands-on, active, and experiential learning opportunities and pedagogical practices. The STEM program was enhanced by character education, entrepreneurship, and physical education—which collectively support a whole child approach to curriculum programming and pedagogical practices.

Perspectives & Theoretical Framework: The STEM content and pedagogical practices were embedded within an informal setting of learning at an HBCU and framed within a PLC. The STEM PLC consisted of university computer engineering and science faculty, middle school STEM teacher liaisons, STEM college student mentors, middle school students and parents that actively provided ongoing feedback during the program that impacts student engagement through daily debriefs, one-to-one communication, small group, and whole group discussions.

Methods: The mixed-methods study explored Black male middle school students’ participation in informal STEM programs at an HBCU. Qualitative and quantitative data in the form of surveys, interviews, and classroom observations were used for the study.

Data Sources: The total data middle school student data collected included 62 student attitude toward STEM survey responses, 55 student instructional survey responses, and seven focus group interviews (35 students). The total data collected from university faculty, middle school liaisons, and college student mentors consisted of 16 instructional survey responses, four individual middle school liaisons interviews, four university supervisors, and six mentor interviews, and classroom observations. The data was organized, coded, analyzed using quantitative (i.e., SPSS) and qualitative (i.e., dedoose) computer software.

Results: The study results demonstrated that the program and PLC provided a safe space for middle school Black boys to learn STEM content that was not ordinarily provided to them in their school. The informal learning environment, hands-on, active, and experiential learning opportunities and pedagogical practices helped Black boys to learn and engage in rigorous STEM content. The STEM PLC provided a space for university faculty, middle school teachers, and mentors to examine the rigor of STEM content and pedagogical practices and the impact on Black boys. The debriefings provided a space to adjust pedagogical practices, content, and program to meet the needs of Black boys.

Scholarly Significance: The PLC has implications for how K-12 STEM teachers engage Black male students in rigorous STEM content and classrooms. It also has implications for how program organizers and practitioners structure STEM experiences for Black boys and reflect on program offerings.

Authors

• Tamika Bradley, Jackson State University

• Kamal S Ali, Jackson State University