Author

Gina Martin

Date of Award

Summer 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Elizabeth Currin

Abstract

Research asserts the assimilationist nature of traditional science classroom practices undermines African American students’ intersectional race and science identity. Driven by a problem of practice embedded in the racialized system of science education, this study integrated action research with an innovative critical paradigm to explore how phenomenological data can transform practice. This post-intentional approach relies on experiential, phenomenological data of how African American students experience science to provide a critical analysis of instruction that leads to a change in science pedagogy. Qualitative interviews documented African American students’ experiences with science and an observation journal documented the resulting intervention. A post-reflexive journal ensured data collection and analysis remained centered on student experience. Two new findings, teacher’s preconscious and equitable dialogue, emerged and informed an intervention that enhanced African American students' intersectional race and science identity. Student voice, a component of equitable dialogue, is essential to promoting African American students’ science experiences and sense of opportunity in science.

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