The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity.
Saved in:
| Title: | The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity. |
|---|---|
| Authors: | Edosomwan, Kristian1 (AUTHOR), Crawford, Aminah1 (AUTHOR), Young, Jemimah L.1 (AUTHOR), Young, Jamaal R.1 (AUTHOR) Jamaal.young@tamu.edu |
| Source: | Science Education. Mar2026, Vol. 110 Issue 2, p693-706. 14p. |
| Subject Terms: | *STEM education, *Black children, *Science education, *Mathematics education, Social attitudes |
| Abstract: | Historically, higher education institutions have created and maintained barriers that prevent people of color, particularly Black women and girls, from pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields. Researchers suggest fostering positive attitudes towards STEM subjects among Black girls to address these systemic barriers. Dually marginalized Black women and girls face unique challenges along the STEM education and career pipeline. Their status as members of two underrepresented groups in STEM, Black and female, leads to unique challenges that differ from those of Black men and boys and White women and girls. Unfortunately, explanations for the underrepresentation of Black women and girls in STEM fields have primarily focused on White women and girls. To address this gap in the extant literature, the present study employed multiple regression analysis of the High School Longitudinal Survey of 2009 (HSLS:09) to examine the influence of Black girls' perceptions of their math and science teachers' attitudes toward them on the development of their scientific and mathematical identities. The findings reveal that more positive perceptions of mathematics and science teachers are associated with more positive science and mathematics identities. This study has broad implications for educational settings, as the data can assist practitioners and professionals in reimagining and implementing programs and practices to foster and nurture positive self‐perceptions of Black girls' scientific and mathematical identities. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 192268321 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Edosomwan%2C+Kristian%22">Edosomwan, Kristian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Crawford%2C+Aminah%22">Crawford, Aminah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Young%2C+Jemimah+L%2E%22">Young, Jemimah L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Young%2C+Jamaal+R%2E%22">Young, Jamaal R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Jamaal.young@tamu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education%22">Science Education</searchLink>. Mar2026, Vol. 110 Issue 2, p693-706. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+children%22">Black children</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+attitudes%22">Social attitudes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Historically, higher education institutions have created and maintained barriers that prevent people of color, particularly Black women and girls, from pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields. Researchers suggest fostering positive attitudes towards STEM subjects among Black girls to address these systemic barriers. Dually marginalized Black women and girls face unique challenges along the STEM education and career pipeline. Their status as members of two underrepresented groups in STEM, Black and female, leads to unique challenges that differ from those of Black men and boys and White women and girls. Unfortunately, explanations for the underrepresentation of Black women and girls in STEM fields have primarily focused on White women and girls. To address this gap in the extant literature, the present study employed multiple regression analysis of the High School Longitudinal Survey of 2009 (HSLS:09) to examine the influence of Black girls' perceptions of their math and science teachers' attitudes toward them on the development of their scientific and mathematical identities. The findings reveal that more positive perceptions of mathematics and science teachers are associated with more positive science and mathematics identities. This study has broad implications for educational settings, as the data can assist practitioners and professionals in reimagining and implementing programs and practices to foster and nurture positive self‐perceptions of Black girls' scientific and mathematical identities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192268321 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/sce.21974 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 693 Subjects: – SubjectFull: STEM education Type: general – SubjectFull: Black children Type: general – SubjectFull: Science education Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Social attitudes Type: general Titles: – TitleFull: The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Edosomwan, Kristian – PersonEntity: Name: NameFull: Crawford, Aminah – PersonEntity: Name: NameFull: Young, Jemimah L. – PersonEntity: Name: NameFull: Young, Jamaal R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00368326 Numbering: – Type: volume Value: 110 – Type: issue Value: 2 Titles: – TitleFull: Science Education Type: main |
| ResultId | 1 |
