Belonging as a Motivational Principle in Black Students' and Teachers’ School and Science Classroom Experiences

• In Event: Motivational Landscapes: Unpacking Classroom Motivational Support and Climate Processes in K-12 and Beyond

Abstract

The narratives of Black women science teachers are crucial for understanding how to support both Black students' and teachers' unique belonging needs in school and science classrooms. These educators possess an intersectional lens regarding identity, power, and privilege in education, while enacting anti-racist strategies that affirm Black students' value. Guided by Black Feminist Thought, this exploratory case study explores how a Black woman science teacher describes a) supporting her learners’ sense of belonging and b) factors that support and thwart her sense of belonging. This research underscores the importance of addressing both student and teacher belonging in motivation research and the overlap in Black teachers and students' belonging needs.

Author

• Briana Green, Michigan State University