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A Call to Action for a Changing World: The Positionality of Accountable STEM Researchers
Mon, April 12, 2:50 to 4:20pm EDT (2:50 to 4:20pm EDT), AERA Committees, Committee on Scholars of Color in Education Paper and Symposium SessionsSession Type: Symposium
Abstract
Framed by Culturally Sustaining and social justice perspectives, six scholars from K-12 and Higher education discuss the call to action for STEM educators to engage in responsive pedagogies for all learners. Employing race-visible research, focus groups, surveys, and teacher inquiry, the studies document the positionality of teachers and their approaches to current erudition and citizen-scholar education research. This shared responsibility in education shouldered by a range of stakeholders is explored in each study with a collective goal to use findings to reposition and reimagine STEM education for teachers, students, researchers and families.
Sub Unit
Chair
Papers
A Social Justice Lens and Race-Visible Lessons: Being Accountable in STEM Education - Ebony Terrell Shockley, University of Maryland - College Park
Accessing STEM Curricula: Experiences of Underrepresented Groups in a Secondary Chemistry Classroom - Kristina Kramarczuk, University of Maryland - College Park
Cultural Place Value: Exploring an Urban School Mathematics Teacher’s Realization of Culturally Relevant Pedagogy - Kelly K. Ivy, University of Maryland - College Park
The Implicit Influences of Black Math Teachers - Francesca Henderson, University of Maryland - College Park
Historically Black Colleges and Universities and STEM/Teacher Education Community Partnerships - Valeisha Ellis, Spelman College
Implementing Standards-Based Reform Policy: An Examination of Special and General Education Mathematics Teacher Perceptions of the Common Core State Standards for Students With Disabilities - Lisa Powell Green, Howard University School of Education