African American Perspectives and Informal Science Educational Experiences

Autor/inn/en	Simpson, Jamila S.; Parsons, Eileen Carlton
Titel	African American Perspectives and Informal Science Educational Experiences
Quelle	In: Science Education, 93 (2009) 2, S.293-321 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20300
Schlagwörter	African American Students; Sociocultural Patterns; Science Programs; Enrichment Activities; Systems Approach; Foreign Countries; Educational Experience; Science Education; Qualitative Research; Informal Education; Parent Attitudes; Program Evaluation; Student Attitudes; Interviews + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Soziokulturelle Theorie; Bereicherungsprogramm; Systemischer Ansatz; Ausland; Bildungserfahrung; Naturwissenschaftliche Bildung; Qualitative Forschung; Informelle Bildung; Nichtformale Bildung; Elternverhalten; Programme evaluation; Programmevaluation; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	This qualitative study examined the perspectives of African American parents as it pertained to informal science education. The following questions guided this study: (1) What are the desires of African American parents/guardians with respect to informal science programs and experiences for their children?; (2) What happens in Jordan Academy, an enrichment program that has successfully recruited African American students?; and (3) What are the African American parents'/guardians' opinions of the program? We inductively and deductively analyzed classroom observations; academy curriculum; photos and videotaped class sessions students' written responses to open-ended items on the program's evaluation; and teachers' and parents' responses to semistructured, audio-recorded interviews. We viewed the analysis results from Boykin's Black cultural ethos (BCE). We further interpreted the study's findings from a critical sociocultural perspective that employed a model synthesized from Cole's cultural-historical framework, Bronfenbrenner's ecological systems theory, and Boykin's triple quandary. Results indicated that most of the African American parents' desires and opinions align with seven of the nine dimensions of Boykin's BCE. The parents' opinions highlight the potential impact of culture on parental choice to enroll their children into an informal science program. The study has important implications for practices within and research on informal science education. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10