Culturally Responsive Mentoring and Instruction for Middle School Black Boys in STEM Programs

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Asset Pedagogies in Black Education

Abstract

Culturally relevant and responsive practices have gained traction in mentoring programs for Black male students. There is very little research of culturally responsive instructional and mentoring practices for Black male middle students in schools, and especially in STEM programs. The data was taken from a more extensive mixed methods study of middle school Black boys participating in STEM programs at four HBCUs. A consistent theme that emerged from the data was how the Black male college students drew on their personal life and academic experiences and knowledge, frames of reference, and learning styles of themselves and Black males to mentor and support them academically in acquiring knowledge and understanding of STEM content and concepts.

Author

• Julius Davis, Bowie State University