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Journal of Women and Minorities in Science and Engineering

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ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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BLACK MALES AND EARLY MATH ACHIEVEMENT: AN EXAMINATION OF STUDENTS' STRENGTHS AND ROLE STRAIN WITH POLICY IMPLICATIONS

Volume 25, Numéro 4, 2019, pp. 325-352
DOI: 10.1615/JWomenMinorScienEng.2019024607
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RÉSUMÉ

Ongoing policy discourse highlights the need to increase pathways into science, technology, engineering, and mathematics professions. While there is a policy push to increase STEM outcomes along the K-16 pipeline, and to expand access to career opportunities in these fields, there is also a targeted emphasis on increasing opportunities for underrepresented students as a strategic approach to diversify participation. Although male representation in STEM is generally high, the representation of males from some minority groups remains low−particularly black males. Given that STEM pathways begin at early points in students' academic matriculation, this study seeks to better understand black boys' STEM experiences and how those experiences relate to later STEM-related achievement. We focus on black boys' experiences in mathematics, specifically, because a foundational understanding of math is often needed to be successful in other scientific fields. This study employs a role strain and adaptation framework to examine the academic strengths and math-related strains that black boys possess in middle school and to investigate how these factors promote or hinder high school math achievement. The findings suggest that the strains and strengths of black boys while in middle school relate to their math achievement. Furthermore, it illustrates how holistic models that consider strains and strengths simultaneously better illuminate the individual relationships between each of these factors and the outcome.

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CITÉ PAR
  1. Williams Krystal L., Contextualizing Math-Related Strengths and Math Achievement: Positive Math Orientations, Social Supports and the Moderating Effects of Prior Math Knowledge, Journal for STEM Education Research, 3, 3, 2020. Crossref

  2. Williams Krystal L., Russell Alethia, Summerville Kiara, Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members, Innovative Higher Education, 46, 6, 2021. Crossref

  3. Watkins Shari Earnest, McGowan Brian L., Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering, Journal of Research in Science Teaching, 2022. Crossref

  4. Watkins Shari Earnest, Mensah Felicia Moore, Black Men in U.S. Undergraduate and Graduate Science Programs and their Persistence: Insights for Multicultural Science Educators, in International Handbook of Research on Multicultural Science Education, 2021. Crossref

  5. Watkins Shari Earnest, Mensah Felicia Moore, Black Men in U.S. Undergraduate and Graduate Science Programs and their Persistence: Insights for Multicultural Science Educators, in International Handbook of Research on Multicultural Science Education, 2022. Crossref

  6. Williams Krystal L., Taylor Leonard D., THE BLACK CULTURAL STUDENT STEM SUCCESS MODEL: A FRAMEWORK FOR BLACK STUDENTS' STEM SUCCESS INFORMED BY HBCU ENVIRONMENTS AND BLACK EDUCATIONAL LOGICS , Journal of Women and Minorities in Science and Engineering, 28, 6, 2022. Crossref

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