Out of School and into STEM: Supporting Girls of Color Through Culturally Relevant Enrichment

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Description

This article explains how teachers can adapt traditional STEM enrichment activities to support girls of color through culturally relevant institutional practices.

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7 p.

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Young, Jemimah L.; Young, Jamaal & Paufler, Noelle A. 2017.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Engineering to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 32 times . More information about this article can be viewed below.

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UNT College of Engineering

The UNT College of Engineering strives to educate and train engineers and technologists who have the vision to recognize and solve the problems of society. The college comprises six degree-granting departments of instruction and research.

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Description

This article explains how teachers can adapt traditional STEM enrichment activities to support girls of color through culturally relevant institutional practices.

Physical Description

7 p.

Notes

Abstract: Increasing the participation of girls of color in the Science Technology Engineering and Mathematics (STEM) is a national concern. Due to the persistence of achievement and opportunity gaps, sustaining positive STEM dispositions in girls of color is critical to diversifying the STEM pipeline. Enrichment activities can serve as a means to address persistent gaps in opportunities to learn. The purpose of this article was to explain how teachers could adapt traditional STEM enrichment activities to support girls of color through culturally relevant instructional practices. The three components of culturally relevant pedagogy are utilized to example how to adapt traditional activities to support girls of color in STEM. Examples are presented to foster (1) academic success, (2) cultural competence, and (3) sociopolitical consciousness in girls of color. Greater opportunities for STEM professional development, especially those that help teachers build upon culturally relevant teaching, are needed for both pre- and in-service teachers who desire to serve as teacher leaders in STEM. Implications and suggestions for teacher leaders are presented throughout.

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  • Journal of Interdisciplinary Teacher Leadership, 2017. Raleigh, NC: North Carolina State University

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  • Publication Title: Journal of Interdisciplinary Teacher Leadership
  • Volume: 1
  • Issue: 2
  • Pages: 28-34
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • 2017

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  • Aug. 29, 2017, 9:38 a.m.

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Young, Jemimah L.; Young, Jamaal & Paufler, Noelle A. Out of School and into STEM: Supporting Girls of Color Through Culturally Relevant Enrichment, article, 2017; Raleigh, North Carolina. (digital.library.unt.edu/ark:/67531/metadc990994/: accessed October 16, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Engineering.