Journal of African American Women and Girls in Education最新文献_第5页

Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls 运用科学写作启发式提高五年级黑人女生的批判性思维能力

Journal of African American Women and Girls in Education Pub Date : 2021-08-18 DOI: 10.21423/JAAWGE-V1I2A86

Jonte' C. Taylor, J. Christensen, Starlette M. Sharp, W. Therrien, B. Hand

{"title":"Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls","authors":"Jonte' C. Taylor, J. Christensen, Starlette M. Sharp, W. Therrien, B. Hand","doi":"10.21423/JAAWGE-V1I2A86","DOIUrl":"https://doi.org/10.21423/JAAWGE-V1I2A86","url":null,"abstract":"Critical thinking skills are invaluable for the process of asking reasonable questions and making rational decisions. Science classrooms are an excellent place to develop critical thinking skills for all students. Unfortunately, Black girls are often left out from opportunities to be in good science classrooms and/or exposed to effective science instruction. This marginalization diminishes their access to critical thinking skill development. Because Black girls, for a variety of reasons are not participating in science education they are missing the opportunity to develop, exercise and enhance their critical thinking skills. One approach that has shown promising effectiveness in developing critical thinking skills is the Science Writing Heuristic (SWH). The SWH approach helps students develop skills in the process of asking questions, making claims, and providing evidence through argument-based inquiry. The current study examines the impact of the SWH on critical thinking skills growth of 5th grade Black girls in a midwestern state. Results suggest practical implications for using the SWH to develop critical thinking skills for Black girls over the course of a school year. Statistical significance was found within the treatment group in two to subtest of the critical thinking measure when comparing pre- and post-test results. Practical analysis via effect size statistics is also discussed.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125848475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Negotiating doctoral STEM studies: An In-depth look at the Black woman impostor 谈判博士STEM研究:深入了解黑人女性骗子

Journal of African American Women and Girls in Education Pub Date : 2021-08-18 DOI: 10.21423/JAAWGE-V1I2A89

Marsha Simon

引用次数: 1

Employing YPAR to Reflect on the Past, Present, and Future Promotes Black Girls to Learn about STEM Fields and Research. 通过YPAR反思过去、现在和未来，促进黑人女孩学习STEM领域和研究。

Journal of African American Women and Girls in Education Pub Date : 2021-08-18 DOI: 10.21423/JAAWGE-V1I2A87

Shadonna Davis

{"title":"Employing YPAR to Reflect on the Past, Present, and Future Promotes Black Girls to Learn about STEM Fields and Research.","authors":"Shadonna Davis","doi":"10.21423/JAAWGE-V1I2A87","DOIUrl":"https://doi.org/10.21423/JAAWGE-V1I2A87","url":null,"abstract":"The existent research seeking to explain why Black girls are less likely to participate in specialized pathways towards STEM fields suggests individual and systemic factors are the cause (Buck et al., 2009; Catsambis; 1994; Hanson, 2004; O'Brien, 2015; Perna, 2009). This study of six Black girls' participation in a 12-week Youth Participatory Action Research Project (YPAR) sought to extend this inquiry by prompting Black girls to examine the underlying causes for the low number of Black girls who participate in STEM courses at their school. The study also aimed to examine their knowledge of the growing concern related to the inequitable educational pathways to STEM fields. Qualitative data, including focus groups, field notes, documents, and observations, revealed that the girls knew that technology dominated society, but they were deeply concerned about young people being exposed to danger when using technology. We discovered their views were perpetuated by learned experiences in their households and by the media they consumed. The participants also recognized how their school environment influenced their perception of and ability to navigate their educational pathways. After participating in weekly workshops, the girls developed an interest in STEM activities and wrote an action plan to increase girls' engagement in school and STEM activities. The study findings also reveal how YPAR can promote girls to conduct a critical analysis of educational experiences, transform their perception of STEM education, and engage them in research. ","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126912528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Writing While Black: The Power of Words and Student’s Self-Empowerment 黑人写作:文字的力量和学生的自我赋权

Journal of African American Women and Girls in Education Pub Date : 2021-03-25 DOI: 10.21423/JAAWGE-V1I1A28

Christina Wright Fields, Stephanie Power-Carter

引用次数: 0

The Time is Now: (Re)visioning, (Re)assessing, and (Re)storing the State of Educational Research for African American Women and Girls 现在正是时候:(重新)设想、(重新)评估和(重新)存储非裔美国妇女和女孩的教育研究状况

Journal of African American Women and Girls in Education Pub Date : 2021-03-09 DOI: 10.21423/JAAWGE-V1I1A83

Jemimah L. Young, B. Butler, Natalie S. King, Diana Wandix-White

引用次数: 3

Not by Magic: Perspectives on Creating and Facilitating Outreach Programs for Black Girls and Women 不是魔术:为黑人女孩和妇女创建和促进外展项目的观点

Journal of African American Women and Girls in Education Pub Date : 2021-03-09 DOI: 10.21423/JAAWGE-V1I1A25

Sosanya M. Jones

引用次数: 1

Commitment, Community and Consciousness: A Collaborative Autoethnography of a Doctoral Sister Circle 承诺、社区与意识:博士姐妹圈的合作自我民族志

Journal of African American Women and Girls in Education Pub Date : 2021-03-09 DOI: 10.21423/JAAWGE-V1I1A30

Annette Teasdell, Shanique J. Lee, Alexis Monique Calloway, Tempestt R. Adams

{"title":"Commitment, Community and Consciousness: A Collaborative Autoethnography of a Doctoral Sister Circle","authors":"Annette Teasdell, Shanique J. Lee, Alexis Monique Calloway, Tempestt R. Adams","doi":"10.21423/JAAWGE-V1I1A30","DOIUrl":"https://doi.org/10.21423/JAAWGE-V1I1A30","url":null,"abstract":"Although multiple studies acknowledge the significance of mentoring for African American women doctoral students, the literature lacks empirical support for the formation, sustainability and outcomes of mentoring relationships. In academia, African American women are an understudied subject which leads to a paucity of educational programming and policies that address their specific learning needs. Without targeted research, educators are limited in their ability to understand African American women doctoral students’ educational needs. The purpose of this collaborative autoethnography was to examine the reflections of four women participating in a doctoral sister circle called UUSC. This study explored their lived experiences and ways UUSC nurtured, supported, and empowered both the students and their mentor. Data analysis showcased themes of commitment, community and consciousness which can be instructive for other African American women doctoral students and mentors. Findings indicated that in safe spaces, such as this sister circle, where African American women are authentically concerned about each other’s well being and success, their level of commitment and consciousness increases. This work has implications for educators and students because it provides a roadmap for addressing the unique learning needs of African American women through mentoring.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116625296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Who Cares? 谁在乎呢?

Journal of African American Women and Girls in Education Pub Date : 2021-03-09 DOI: 10.21423/JAAWGE-V1I1A19

G. Boss, C. Porter, T. Davis, C. Moore

{"title":"Who Cares?","authors":"G. Boss, C. Porter, T. Davis, C. Moore","doi":"10.21423/JAAWGE-V1I1A19","DOIUrl":"https://doi.org/10.21423/JAAWGE-V1I1A19","url":null,"abstract":"The changing tide of faculty has brought with it increasing numbers of faculty members serving in non-tenure-track roles. Scholars have argued this increase in contingent faculty includes an increase in inequities and has created a stratified class system between tenure-track faculty (TTF) and non-tenure-track faculty (NTTF). The majority of NTTF numbers comprise women of Color, across race and ethnicity, serving in both full-time and adjunct capacities. The cultural, historical, and sociopolitical occupation of women of Color in higher education has been rife with inequity, marginalization, and oppression. In addition to their duties across rank and appointment, women of Color faculty are more likely to take up the labor of care. Labor concerns have been raised in the both the literature of contingent faculty and women of Color faculty. Yet, few scholars have systematically studied the experiences or overlapping systems of oppression women of Color who are NTTF faculty face in the academy. Fewer still have examined the specific experiences of Black women faculty serving in contingent roles. For our study, we used a conceptual framework comprising Black feminist thought, care work, and labor justice to analyze scholarly personal narratives and focus group interviews of four Black women serving in full-time NTTF roles. Our study aims to provide a window into the intersected realities Black women contingent faculty members within the academy and a pathway forward for academic leadership. ","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Determining our Destination: The Future of Professional Counterspaces for African American Women in Student Affairs 决定我们的目的地:非裔美国女性在学生事务中的专业反击空间的未来

Journal of African American Women and Girls in Education Pub Date : 2021-03-09 DOI: 10.21423/JAAWGE-V1I1A73

Nicole M. West, Michele D. Smith

{"title":"Determining our Destination: The Future of Professional Counterspaces for African American Women in Student Affairs","authors":"Nicole M. West, Michele D. Smith","doi":"10.21423/JAAWGE-V1I1A73","DOIUrl":"https://doi.org/10.21423/JAAWGE-V1I1A73","url":null,"abstract":"This basic qualitative study catalogued the collective insight of Black women student affairs professionals regarding the development and evolution of professional counterspaces in the future. Focus group discussions were facilitated with 50 women participating in a professional counterspace (PC) in the U.S., known as the African American Women’s Summit. Participants were asked to explore the following topics: 1) the purposes of PCs for Black women, 2) how PCs can be enhanced with regard to curriculum content and delivery, and 3) how PCs can be enhanced with regard to opportunities for leadership. Findings indicated that Black women in student affairs still need professional development opportunities that allow them to share their collective wisdom, and that are focused on helping them combat isolation and succeed in the profession. In addition, these types of PCs should include a high degree of interactivity among participants, feature a structured curriculum focused on concrete skill and professional competency development, and provide opportunities for prolonged engagement, perhaps even virtually. Finally, the leadership of PCs for Black women in student affairs can be enhanced by engaging in clear and regular communication with participants, maximizing opportunities for leadership among participants, and using technology to facilitate participants’ leadership development.","PeriodicalId":259252,"journal":{"name":"Journal of African American Women and Girls in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0