Investigating Empirical Studies for Best Instructional Practices for African American K–12 Student Success in STEM

• In Event: AERA Poster Session 8
  In Poster Session: Leadership for Social Justice SIG Poster Session

Abstract

Today's STEM classroom is in need of a transformation as is evident by the current social movements in our country: me too, march for our lives, and Black lives matter, which have emphasized the needs of the minoritized. A review of empirical studies published in peer review journals between 2008-2019 were investigated for STEM practices that positively impacted African American students. The year 2008 was selected because this was when the Every Student Succeeds Act (ESSA) was adopted. Qualitative content analysis was applied for identifying culturally sustaining pedagogy as outlined by Paris and Alim (2017). Based on our analysis, we provide implications and suggestions for future research for African American students in STEM.

Authors

• Colleen M. Eddy, University of North Texas

• Ragina Taylor, University of North Texas

• Maggie Norris, Northwest Independent School District

• Christean Jones, University of North Texas

• Caroline Henry-Packer, The University of North Texas