- Year 2024
- NSF Award #1852875
- Registration Noyce Scholar/Teaching Fellow/Master Teacher
- Role Former Noyce Scholar
- First Name Deondre
- Last Name Henry
- Discipline Life Sciences
- Institution Vanderbilt University
Abstract
Research has shown that when teachers use an asset-based pedagogy, it can influence Black boys’ academic outcomes, intrinsic motivation, and how they negotiate their STEM identity. Several major themes surface in the literature: a strong, foundational pedagogy that emphasizes the assets that Black male students bring to the classroom is essential; numerous factors including positive science identity and self-efficacy, meaningful relationships, and a sense of belonging influence Black male students’ academic success and retention in STEM; and attaining a consistent formula of success for Black males in STEM is complex and more nuanced than simply have a good instructor or being in a high-performing school environment. Through an action research study, I explored how my middle school students saw themselves in science to better understand how I could support their sense of belonging and science identity. Generally, my Black boys lacked a science identity, yet they did feel valued and represented when their competence was recognized, when they engaged in scientific practices, and when they had opportunities to learn about scientists with shared identities. These findings add further evidence that young Black boys need to be supported in seeing themselves as valued members of and contributors to the STEM community.
Focus
Culturally relevant pedagogy
