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An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities

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Bibliographic Details
Title: An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities
Language: English
Authors: Flowers, Alonzo M., III (ORCID 0000-0003-0829-5168), Banda, Rosa M.
Source: Gifted Child Today. Jul 2019 42(3):129-139.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: African American Students, Males, STEM Education, Advanced Placement, Science Education, Mathematics Education, Student Attitudes, Self Efficacy, Identification (Psychology), Self Concept, Values, High School Students
DOI: 10.1177/1076217519842213
ISSN: 1076-2175
Abstract: Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: "Establishing the Possibilities of a STEM Identity", "Self-Efficacy: Conflicting Self-Identity Formation", and "Community Support Integral to Positive Self-Identity". The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219781
Database: ERIC
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Description
Abstract:Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: "Establishing the Possibilities of a STEM Identity", "Self-Efficacy: Conflicting Self-Identity Formation", and "Community Support Integral to Positive Self-Identity". The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.
ISSN:1076-2175
DOI:10.1177/1076217519842213