Literaturnachweis - Detailanzeige
Autor/in | Davis, Shadonna |
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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 |
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 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). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |