{"title":"Troubling the Definition of Black Resilience in STEM-CS Education","authors":"Felicia Moore Mensah, Takeshia Pierre","doi":"10.1002/tea.22027","DOIUrl":null,"url":null,"abstract":"<p>Resiliency has been unearthed as a phenomenon to explore strategies that influence successful STEM-CS matriculation and/or persistence among minoritized populations—particularly Black undergraduate students. We argue that understanding and solidifying a definition for resilience in STEM-CS can aid in identifying key characteristics that reveal systemic structures and improve academic achievement. In this commentary, we use critical race theory (CRT) to unpack how resiliency can be adjusted and revamped to focus more on systemic issues, rather than on individual or small groups of students to showcase “grit” and immense inner strength in STEM-CS environments. Three noteworthy assertions are generated to help us trouble resilience relative to Black STEM-CS students and teachers in higher education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 4","pages":"1159-1163"},"PeriodicalIF":3.6000,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22027","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.22027","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Troubling the Definition of Black Resilience in STEM-CS Education
Resiliency has been unearthed as a phenomenon to explore strategies that influence successful STEM-CS matriculation and/or persistence among minoritized populations—particularly Black undergraduate students. We argue that understanding and solidifying a definition for resilience in STEM-CS can aid in identifying key characteristics that reveal systemic structures and improve academic achievement. In this commentary, we use critical race theory (CRT) to unpack how resiliency can be adjusted and revamped to focus more on systemic issues, rather than on individual or small groups of students to showcase “grit” and immense inner strength in STEM-CS environments. Three noteworthy assertions are generated to help us trouble resilience relative to Black STEM-CS students and teachers in higher education.
期刊介绍：
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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