See Me in STEM: Fostering Early STEM Exploration With Elementary Gifted and High-Ability Black Girls

• In Event: Intersectionality in Teacher Education Within Program and Content Areas

Abstract

Black girls are underrepresented by almost 40% in gifted programs, and under-referred for advanced course work, such as Advanced Placement (STEM, Physics), and IB. The project developed and studied a co-learning, community-engaged program that centers STEM education pipelines and pathways for gifted Black girls (GBGs). The central aim of this proposed project is to bring about an actionable theory of change at the elementary level to foster a sense of belonging in STEM. Using qualitative data for 15 fifth-grade students, the study identified promising pathways for STEM identity development using the historical legacies of STEM in Black communities.

Authors

• Brittany Nicole Anderson, University of North Carolina - Charlotte
  Presenting Author

• Tierra M. Parsons, University of North Carolina at Charlotte
  Non-Presenting Author