Date of Award
8-16-2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Stephen Thompson
Abstract
Using a phenomenological approach, this action research study explored the influence of culturally sustaining teaching practices (Ladson-Billings, 2014; Paris 2012, 2021) to impact African American students STEM identity (Collins & Roberson, 2020). Qualitative data were generated through interviews with students, practitioner reflective notes, and classroom observations during the intervention. Analysis and interpretation of the data indicated student- participants had positive experiences during the intervention and the culturally sustaining STEM lessons positively impacted African American middle school students STEM identity. The implications of these findings for STEM curriculum writers, STEM education and STEM educators, particularly those in K-12 education.
Rights
© 2024, Amara L. Alexander
Recommended Citation
Alexander, A. L.(2024). Stem Identity in African American Middle School Students: A Phenomenological Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/7702