Representing Racial Identity Identity, Race, the Construction of the African American STEM Students

The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school’s attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted...

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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 52; no. 2; pp. 170 - 206
Main Authors Brown, Bryan A., Mangram, Charmaine, Sun, Kathy, Cross, Keith, Raab, Erin
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2017
Subjects
African American Students
Black Colleges
Case Studies
Content Analysis
Cultural Awareness
Culturally Relevant Education
Educational Opportunities
Identification (Psychology)
Ideology
Information Dissemination
Males
Program Implementation
Racial Identification
Science Achievement
Science Education
Science Interests
STEM Education
Taxonomy
Urban Schools
Visual Aids
Black males
race
urban
social
identity
subjects
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Summary:The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school’s attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and achievement ideology through representational practices. Whether it was posting the names of famous African American male scientists or promoting attendance to Historically Black Colleges and Universities (HBCUs), the school used postings, displays, and interior pictures to communicate a positive science identity. The study highlights the need to promote non-stereotypical science identities for students.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085916661385