Propelling Black Girls in Science: Exploring Teacher and School Influences on Science Motivation and Persistence

• In Event: Fostering Student Success Through Justice-Oriented or Equitable Learning Environments

Abstract

Black girls' and women’s participation in science, technology, engineering, and mathematics (STEM) fields is critical for innovation and progress yet remains unnecessarily low due to myriad systemic and structural barriers. In this study, we examined how the school- and teacher-related perceptions of Black girls and women impact their science expectancies and task values in science, and in turn, their science credits in high school and their eventual intent to pursue STEM in college. Leveraging data from the High School Longitudinal Study (HSLS: 09), and analyzed through critical race feminism and motivational frames, we found that the perception of school as a safe place is especially critical for science expectancy- and value-related beliefs. Additional results and implications will be discussed.

Authors

• Charlotte A. Agger, Indiana University - Bloomington

• Terrell Roderick Morton, University of Missouri - Columbia

• Reanna S. Roby, Vanderbilt University

• Monica Lynn Miles, Cornell University