Deprogramming Deficit: A Narrative of a Developing Black Critical STEM Education Researcher

This essay shares a personal narrative from a Black woman STEM education researcher whose experiences living in poverty positively impacted her childhood and provided her with skills and strategies to navigate academia. The author's lived experiences have influenced her social justice research...

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Bibliographic Details
Published inTaboo (New York, N.Y.) Vol. 18; no. 1; pp. 157 - 167
Main Author Ridgeway, Monica L
Format Journal Article
LanguageEnglish
Published New York Caddo Gap Press 01.01.2019
Subjects
Advanced Placement
African Americans
Calculus
Childhood
College Faculty
College Programs
Community Relations
Daughters
Doctoral Programs
Education
High Schools
Higher Education
Inequality
Mathematics
Minority & ethnic groups
Minority Group Students
Mothers
Multiculturalism & pluralism
Narratives
Poverty
Predominantly White Institutions
Pregnancy
Recruitment
Researchers
School Counselors
Science education
Social exclusion
Social justice
STEM Education
Teaching
Tokenism
Urban Schools
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Summary:This essay shares a personal narrative from a Black woman STEM education researcher whose experiences living in poverty positively impacted her childhood and provided her with skills and strategies to navigate academia. The author's lived experiences have influenced her social justice research agenda aimed at combating social inequities. Her use ofnarrative is intended to provide insight for other researchers of color who may share similar experiences with their participants. Ultimately, her goal is to disrupt deficit narratives about communities of color living in poverty, which typically fail to address their systematic disenfranchisement, by providing a counter-narrative and descriptions of her lived experiences with STEM.
ISSN:1080-5400
2164-7399