Date of Award
Fall 2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Christine Lotter
Abstract
The purpose of this exploratory narrative inquiry study was to gain a multifaceted understanding of the experiences of two Black girls and their teacher in an Advanced Placement (AP) Biology class at a large, urban high school in the Midwest. Research centering the voices of Black girls in AP Biology is limited. Honoring the rich oral tradition of Black people, this study utilized the counter-narratives of the girls and their teacher, together with observations, interviews and journal entries, to explore their perceptions of the classroom climate and the practices implemented to support the girls’ learning. This qualitative data was analyzed using a hybrid coding protocol, beginning with themes found in the Culturally Responsive Observation Protocol (CRIOP) and incorporating additional codes that emerged from the data. The findings revealed that many of the teacher’s intentional practices had a positive impact on the girls’ academic achievement and comfortability in the classroom, underscoring the necessity to transform science classrooms into safe spaces where students can bring their full selves. Drawing inspiration from the work of bell hooks, Geneva Gay and other critical scholars, and coupled with the principles of Culturally Responsive Pedagogy, the study proposes a model for creating homeplaces in AP Biology classrooms.
Rights
© 2024, Brittney M. Smith
Recommended Citation
Smith, B. M.(2024). They Tried to Underestimate Me: Centering Culturally Sustaining Practices and Black Girls’ Experiences in AP Biology. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8710