Socially Toxic Environments: A YPAR Project Exposes Issues Affecting Urban Black Girls' Educational Pathway to STEM Careers and Their Racial Identity Development

Autor/in	Davis, Shadonna
Titel	Socially Toxic Environments: A YPAR Project Exposes Issues Affecting Urban Black Girls' Educational Pathway to STEM Careers and Their Racial Identity Development
Quelle	In: Urban Review: Issues and Ideas in Public Education, 52 (2020) 2, S.215-237 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Shadonna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-019-00525-2
Schlagwörter	Social Environment; Females; STEM Education; Science Careers; Racial Identification; Youth; Action Research; Participatory Research; Low Income Students; High School Students; Urban Schools; Social Justice; Stereotypes; African American Students; Educational Experience + Suchen Sie Ihr Suchwort? Soziales Umfeld; Weibliches Geschlecht; STEM; Jugend; Jugendlicher; Jugendalter; Projektforschung; Forschungstätigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziale Gerechtigkeit; Klischee; African Americans; Afroamerikaner; Bildungserfahrung
Abstract	In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls' school experiences, perception of educational and specialized career pathways, and their racial identity development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01