Watering our own lawn: Exploring the Impact of a Collaborative Approach to Recruiting African Caribbean STEM Majors into Teaching

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0391

Salika Lawrence, Tabora A. Johnson, Chiyedza Small

引用次数: 2

Abstract

Abstract:Case study methods were used to examine the implementation and process used to recruit STEM majors of color into teaching. This article describes a one-year pilot designed to recruit biology majors into teaching. Analyses of the meeting minutes, as well as focus group, and field notes, and participants’ reflections revealed that mentorship was an important aspect of the program. Results also show STEM majors of color who decide to pursue teaching, experience internal conflict from tensions about whether to fulfill their family’s goal of a career in medicine. Consequently, recruitment initiatives that target STEM majors of color should consider the cultural and identity shifts necessary to transition from being a STEM major to a teacher candidate.

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浇灌我们自己的草坪:探索一种合作方式的影响，以招聘非洲加勒比干专业进入教学

摘要:本文采用案例研究的方法，考察了招收有色人种STEM专业学生进入教学的实施和过程。本文介绍了一项为期一年的招收生物学专业学生进入教学的试点项目。对会议纪要、焦点小组、现场笔记和参与者的反思的分析表明，指导是该计划的一个重要方面。结果还显示，决定从事教学工作的有色人种STEM专业学生，会因为是否要实现家庭的医学职业目标而感到紧张，从而经历内部冲突。因此，针对有色人种STEM专业学生的招聘计划应该考虑从STEM专业学生向教师候选人过渡所必需的文化和身份转变。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.