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Reconceptualizing the Role of Racialized Identities in Black and Latinx STEM Achievement
Sat, April 26, 3:20 to 4:50pm MDT (3:20 to 4:50pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 711Session Type: Symposium
Abstract
To address the need for a more diverse STEM workforce, this session explores the racialized experiences of Black and Latinx middle and high students within math and science classes. Drawing from student experiences, classroom observations, and educator perspectives, this session will shed light on novel, effective ways to affirm the capabilities and sense of belonging of Black and Latinx STEM students.
Sub Unit
Chair
Papers
“I'm good on any MLK Boulevard”: Factors that Support Black Students' Brilliance Across Contexts - Karina Forsythe, University of Michigan; Jamaal Matthews, University of Michigan
Developing an ecological model for studying math identity for Black students - Dana Miller-Cotto, University of California - Berkeley; Neil Lewis, Cornell University; Christina Areizaga Barbieri, University of Delaware; Julie L. Booth, Temple University
Perceived Teacher Support, Ethnic-Racial Identity, and STEM Achievement among Black and Latino Early Adolescents - Julissa Carreno, University of Illinois at Urbana-Champaign; Bernardette Josee Pinetta, University of California - Los Angeles; Deborah Rivas-Drake, University of Michigan
An Exploration of the Interaction between ERI and Math Sense of Belonging among Black Girls - Brooke Harris-Thomas, Purdue University
Toward Pedagogías Entrenzadas: Braiding Critical and Asset-based Pedagogies of Sciences, Languages, and Society - Diana Bonilla, Northern Illinois University