Minority Serving Institutions. E-Communities: How an HBCU Research-Practice Partnership’s Community Cultural Wealth Galvanized Minoritized Students’ Access to STEM Spaces

• In Event: AERA Teachers of Color Handbook Session 1

Abstract

Rooted in their foundational commitment to communities’ of color social and academic needs, scholars from Historically Black Colleges and Universities (HBCUs) have long prepared the majority of Black STEM teachers and professionals. While literature details the role of higher education in supporting postsecondary STEM pathways, a dearth of empirical research examining HBCUs’ influence in pre-college stages persists. This chapter describes how the intentional Critical Race Design of an HBCU research-practice partnership with Black majority schools supported active cultivation of knowledge sharing as community cultural wealth among educators of color, galvanizing minoritized learners’ access to STEM. This study can serve as a model for educators seeking to engage minoritized students using culturally empowering approaches that interrogate the hegemonic Whiteness of STEM.

Authors

• Deena Khalil, Howard University

• Angel Miles Nash, Chapman University

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

• Joanna Dolores Sanchez, Excelencia in Education

• Meredith Weaver Kier, College of William and Mary