“She Has the Prototype”: Using Black Girls’ Daily Dairies to Elicit Programmatic Change

• In Event: A Methodological Renaissance: Expanding Intersectional Approaches for Black Girls in Education

Abstract

Purpose
Two percent of Black women are scientists and engineers. Black girls are plagued with stereotypical messages regarding their gendered racial identity in STEM along with girls being less confident in their math and science ability than boys as early as grade 5 (Ireland, 2018; Morton et al., 2022; Tate & Linn, 2005). Culturally relevant pedagogy (CRP) teaches students through their strengths, increases cultural competency, achievement, and racial identity (Scott & White, 2013). Although there is evidence that CRP can improve motivation for engineering education amongst Black girls, CRP has not been applied to many of these programs (Authors, 2021). The current study focuses on one such engineering program, the new “prototype” iteration of the camp adds elements of CRP and Black girl-focused activities to engineering, thus addressing the following questions: (1) Within the context of an engineering program, what activities do Black girls perceive as culturally relevant? and (2) How does participating in a culturally relevant engineering program affect engineering self-efficacy and racial identity for Black girls?

Theoretical Framework and Methods
Using Collins (2018) Black Student STEM Identity Model as a guide, the current study focuses on the psychological/individual factors, STEM contextual/environmental factors, and cultural factors that influence Black girl STEM identity. For Black girls in engineering, being able to see the possibility of success through reflective identity, competence/ability to increase self-confidence through ability and successes, and value/interest allows them to see how STEM can help within their environment, which will increase their interest in engineering. Black girls’ (N = 11, Cohort 1) participating in a middle school engineering camp in the southeastern region completed daily dairies. Thematic content analysis (Hsieh & Shannon, 2005) was utilized to develop a culturally relevant engineering curriculum for Black girls (N = 20, Cohort 2) and revealed insights regarding increased self-efficacy and racial identity.

Findings and Discussion
Findings revealed three themes regarding a prototype engineering camp for Black girls. The girls were engaged in engineering challenges that had culturally relevant connections and recognized that there were problems in their own communities that they may want to solve such as the Flint water crisis and heart disease. Thus the camp was making strides towards cultural consciousness. Structural factors related to socioeconomic status were found to be directly connected to social success and monetary access (Burrows, Lockwood, Broroczah, Janak, & Barber, 2018) to STEM. Lastly, the Black girls looked to gain cultural capital in engineering education, thus they suggested that the following elements be addressed: (1) isolation, (2) role models, (3) resources, (4) transportation, and (5) programmatic knowledge. After revamping the program components a new cohort of girls has adapted, been successful, and felt as though their Black gendered racial identity was accepted in the setting. Through this study, we learned how Black girls in the culturally responsive engineering camp see engineering as relevant to their lives and communities. Results will inform the development of new pedagogical tools and a better understanding of how identity and culture play a critical role in Black girls' engineering interest.

Author

• Whitney N. McCoy, Duke University