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SEEKING TO IMPROVE AFRICAN AMERICAN GIRLS' ATTITUDES TOWARD SCIENCE.

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Title: SEEKING TO IMPROVE AFRICAN AMERICAN GIRLS' ATTITUDES TOWARD SCIENCE.
Authors: Buck, Gayle A.1, Cook, Kristin L.2, Quigley, Cassie F.3, Prince, Pearl4, Lucas, Yvonne4
Source: Elementary School Journal. Mar2014, Vol. 114 Issue 3, p431-453. 23p. 1 Chart.
Subject Terms: *Science education (Elementary), *African American school children, *Teacher-student relationships research, *Science classrooms, *Attitude (Psychology), African American girls
Abstract: In this participatory action research study, we answered the question, How can we improve attitudes toward science education of the African American girls at an elementary school? Girls in grades 3-6 completed the Modified Attitudes toward Science Inventory. A purposeful sample of 30 girls participated in several focus-group interviews throughout the year. The cumulative findings indicate that our initiative (1) had positive impacts on girls who originally demonstrated low self-efficacy in science education or low attraction to science and (2) maintained the positive attitudes of the other girls. The instructional aspects of our initiative that contributed to the improvement in attitudes included the establishment of collaborative activities, a supportive lab teacher, and inquiry-based experiences focused on local problems. Our findings also reveal aspects of our efforts that we need to improve. These areas include a more open, inquiry-based science fair and connections between the lab and classroom teachers. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago Press 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
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  Data: SEEKING TO IMPROVE AFRICAN AMERICAN GIRLS' ATTITUDES TOWARD SCIENCE.
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  Data: <searchLink fieldCode="AR" term="%22Buck%2C+Gayle+A%2E%22">Buck, Gayle A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cook%2C+Kristin+L%2E%22">Cook, Kristin L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Quigley%2C+Cassie+F%2E%22">Quigley, Cassie F.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Prince%2C+Pearl%22">Prince, Pearl</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Lucas%2C+Yvonne%22">Lucas, Yvonne</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Elementary+School+Journal%22">Elementary School Journal</searchLink>. Mar2014, Vol. 114 Issue 3, p431-453. 23p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education+%28Elementary%29%22">Science education (Elementary)</searchLink><br />*<searchLink fieldCode="DE" term="%22African+American+school+children%22">African American school children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships+research%22">Teacher-student relationships research</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+girls%22">African American girls</searchLink>
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  Data: In this participatory action research study, we answered the question, How can we improve attitudes toward science education of the African American girls at an elementary school? Girls in grades 3-6 completed the Modified Attitudes toward Science Inventory. A purposeful sample of 30 girls participated in several focus-group interviews throughout the year. The cumulative findings indicate that our initiative (1) had positive impacts on girls who originally demonstrated low self-efficacy in science education or low attraction to science and (2) maintained the positive attitudes of the other girls. The instructional aspects of our initiative that contributed to the improvement in attitudes included the establishment of collaborative activities, a supportive lab teacher, and inquiry-based experiences focused on local problems. Our findings also reveal aspects of our efforts that we need to improve. These areas include a more open, inquiry-based science fair and connections between the lab and classroom teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press 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.)
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    Identifiers:
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        Value: 10.1086/674419
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      – Code: eng
        Text: English
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      – SubjectFull: African American school children
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      – SubjectFull: Teacher-student relationships research
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      – SubjectFull: Attitude (Psychology)
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              Text: Mar2014
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