Black Women Science Teachers Technology Integration to Support Culturally Responsive Teaching in Secondary Science Education

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT039 (Thursday)

Abstract

Black women science teachers are critical for engaging Black and Brown students in secondary science classrooms. Their lived intersectionality gives them a unique connection that informs culturally responsive teaching (CRT) and culturally relevant pedagogy (CRP). Declining STEM enrollment among these students is linked to science instruction lacking cultural relevance. This study examines the perceptions of CRT among Black female science teachers in technology-supported classrooms, employing a mixed-methods approach that includes a pre-validated survey and follow-up interviews. The qualitative component examines the instructional practices and tools used to support CRT, and the reasons teachers choose them. Findings aim to fill a gap where science, CRT, CRP, and technology intersect, informing strategies to nurture Black and Brown students and amplify teachers’ voices.

Authors

• Ashley Thomas, Kennesaw State University

• Tiffany Anne Roman, Kennesaw State University