Minority-Serving Institutions. Building a Historically Black College/University Research-Practice Partnership: Elevating the Community's Cultural Wealth for More Equitable STEM Learning

• In Event: AERA Handbook Session 2

Abstract

"While literature details the role of historically Black colleges and universities (HBCUs) in supporting post-secondary pathways for science, technology, engineering, and mathematics (STEM) teachers and professionals of color, a dearth of empirical research examining HBCUs' influence on pre-college STEM education persists. Informed by HBCUs' asset-driven preparation philosophies, we critically designed an HBCU research-practice partnership aimed at iteratively disrupting inequitable STEM learning ecologies by centering minoritized stakeholders' knowledge and experiences as integral to co-constructing culturally relevant solutions to community-based STEM problems of practice. In this chapter, we situate the co-construction between stakeholders within a community cultural wealth framework and describe how these exchanges served as powerful interrogators of hegemonic STEM spaces while simultaneously advancing minoritized teachers' and students' increased STEM engagement.
"

Authors

• Deena Khalil, Howard University

• Angel Miles Nash, Chapman University

• Adrian Wayne Bruce, Prince George's County Public Schools

• Joanna D. Sanchez, Excelencia in Education

• Meredith Weaver Kier, College of William and Mary