Tisha Lewis Ellison, Nicole Joseph, Jakita O. Thomas
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Findings reveal that Black fathers’ roles in their daughter’s STEM lives helps develop positive representations of themselves and their cultural backgrounds. This acknowledgement produces a new level of understanding of Black fathers and girls’ engagement in informal and formal STEM learning environments. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While research on STEM, computing, and mathematics are core fields of representation among Black fathers and daughters in this article, we use them interchangeably and specifically state how each term is used within its context.2. This collaboration, via the SEC Faculty Travel Grant (awarded to Lewis Ellison and Thomas) and the Sarah Moss Award (awarded to Lewis Ellison), afforded us the opportunity to visit Joseph’s university to participate in consortium meetings about the origin and analysis of this work.3. U.S. welfare policies implemented the “Man-in-the-House Rule” to discriminate against Black families. This rule was struck down by the Supreme Court in 1968.4. Graduate research assistants/interns, Tairan Qiu, Rose Agyekum, and Bemsi Wallang, assisted with the data collection phases as part of Lewis Ellison’s Dig-A-Dyads studies.Additional informationFundingThis work was supported by the University of Georgia, Office of Research, Internal Grants & Awards, Paul D. Coverdell Center for Biomedical & Health Sciences, Junior Faculty Seed Grant in STEM Program.Notes on contributorsTisha Lewis EllisonTisha Lewis Ellison is an associate professor in the Department of Language and Literacy Education at The University of Georgia. Her research explores the intersections of family literacy, multimodality, and digital and STEAM literacy practices among Black/Latinx families and youth.Nicole JosephNicole M. Joseph is an associate professor of Mathematics Education at Vanderbilt University. She directs the Joseph Mathematics Education Research Lab (JMEL), an intergenerational lab that focuses on training its members on intersectional epistemological orientations. Her research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) Whiteness, White Supremacy and how it operates and shapes underrepresentation of Black women and girls in mathematics.Jakita O. ThomasJakita O. Thomas is a Philpott Westpoint Stevens associate professor of Computer Science and Software Engineering at Auburn University in Auburn, AL. Dr. Thomas is also Director of the CUltuRally & SOcially Relevent (CURSOR) Computing Lab. 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This acknowledgement produces a new level of understanding of Black fathers and girls’ engagement in informal and formal STEM learning environments. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While research on STEM, computing, and mathematics are core fields of representation among Black fathers and daughters in this article, we use them interchangeably and specifically state how each term is used within its context.2. This collaboration, via the SEC Faculty Travel Grant (awarded to Lewis Ellison and Thomas) and the Sarah Moss Award (awarded to Lewis Ellison), afforded us the opportunity to visit Joseph’s university to participate in consortium meetings about the origin and analysis of this work.3. U.S. welfare policies implemented the “Man-in-the-House Rule” to discriminate against Black families. This rule was struck down by the Supreme Court in 1968.4. 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引用次数: 0
摘要
【摘要】黑人父女关系是STEM研究中被探索最少的亲子关系。这篇文章是关于他们之间的关系和STEM学习的文献检查,并呼吁采取行动。交叉性,作为一个分析镜头,研究了黑人父亲的家庭和STEM关系随着时间的推移,黑人妇女和女孩(BWG)对STEM的兴趣和能力,以及性别种族主义,阶级歧视和压迫的系统性因素如何影响BWG在STEM,计算和数学领域的愿望。数据产生了29份出版物,涉及STEM中的黑人父亲和女儿,他们的关系,以及BWG在STEM,计算和数学学习方面的兴趣和能力。研究结果显示,黑人父亲在女儿的STEM生活中扮演的角色有助于培养他们对自己和文化背景的积极形象。这种认识使人们对黑人父亲和女孩在非正式和正式STEM学习环境中的参与有了新的认识。披露声明作者未报告潜在的利益冲突。虽然STEM、计算和数学研究是本文中黑人父亲和女儿的核心代表性领域,但我们可以互换使用它们,并具体说明每个术语在其上下文中的使用方式。这次合作,通过SEC教师旅行补助金(授予刘易斯·埃里森和托马斯)和莎拉·莫斯奖(授予刘易斯·埃里森),使我们有机会参观约瑟夫的大学,参加关于这项工作的起源和分析的联盟会议。美国的福利政策实行“宅男制”,歧视黑人家庭。该规定于1964年被最高法院推翻。研究生研究助理/实习生,Tairan Qiu, Rose Agyekum和Bemsi Wallang协助Lewis Ellison的diga - dyads研究的数据收集阶段。本研究得到了乔治亚大学研究办公室、内部资助和奖励、Paul D. Coverdell生物医学与健康科学中心、STEM项目青年教师种子基金的支持。作者简介:蒂莎·刘易斯·埃里森是乔治亚大学语言与识字教育系的副教授。她的研究探讨了黑人/拉丁裔家庭和青年之间的家庭扫盲,多模态,数字和STEAM扫盲实践的交叉点。Nicole M. Joseph,范德比尔特大学数学教育系副教授。她领导着约瑟夫数学教育研究实验室(JMEL),这是一个代际实验室,专注于培养其成员在交叉认识论方向上的能力。她的研究探索了两条探究线,(a)黑人妇女和女孩,她们的身份发展,以及她们在数学方面的经历;(b)白人,白人至上主义及其如何运作和塑造黑人妇女和女孩在数学方面的代表性不足。Jakita O. Thomas是美国奥本大学计算机科学与软件工程的Philpott Westpoint Stevens副教授,也是文化与社会相关(CURSOR)计算实验室主任。她的研究兴趣包括探索计算算法思维的发展;促进服务不足人群获得医疗保健信息和服务的交叉计算;运用专家案例、科学推理和复杂认知技能学习提高推理能力;以及计算机支持的协作学习。
A Call to Action: Exploring Intersectional Analyses of Black Fathers and Daughters in STEM Learning
ABSTRACTBlack fathers and daughters are the least explored relationship within parent-child and STEM research. This article serves as an examination of the literature around their relationships and STEM learning and as a call to action. Intersectionality, as an analytic lens, examines Black fathers’ familial and STEM relationships over time and Black women’s and girls’ (BWG’s) interest and competence in STEM, as well as how systemic factors of gendered racism, classism, and oppression impacted BWG’s aspirations in STEM, computing, and mathematics fields. Data yielded 29 publications addressing Black fathers and daughters in STEM, their relationships, and BWG’s interest and competence in STEM, computing, and mathematics learning. Findings reveal that Black fathers’ roles in their daughter’s STEM lives helps develop positive representations of themselves and their cultural backgrounds. This acknowledgement produces a new level of understanding of Black fathers and girls’ engagement in informal and formal STEM learning environments. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While research on STEM, computing, and mathematics are core fields of representation among Black fathers and daughters in this article, we use them interchangeably and specifically state how each term is used within its context.2. This collaboration, via the SEC Faculty Travel Grant (awarded to Lewis Ellison and Thomas) and the Sarah Moss Award (awarded to Lewis Ellison), afforded us the opportunity to visit Joseph’s university to participate in consortium meetings about the origin and analysis of this work.3. U.S. welfare policies implemented the “Man-in-the-House Rule” to discriminate against Black families. This rule was struck down by the Supreme Court in 1968.4. Graduate research assistants/interns, Tairan Qiu, Rose Agyekum, and Bemsi Wallang, assisted with the data collection phases as part of Lewis Ellison’s Dig-A-Dyads studies.Additional informationFundingThis work was supported by the University of Georgia, Office of Research, Internal Grants & Awards, Paul D. Coverdell Center for Biomedical & Health Sciences, Junior Faculty Seed Grant in STEM Program.Notes on contributorsTisha Lewis EllisonTisha Lewis Ellison is an associate professor in the Department of Language and Literacy Education at The University of Georgia. Her research explores the intersections of family literacy, multimodality, and digital and STEAM literacy practices among Black/Latinx families and youth.Nicole JosephNicole M. Joseph is an associate professor of Mathematics Education at Vanderbilt University. She directs the Joseph Mathematics Education Research Lab (JMEL), an intergenerational lab that focuses on training its members on intersectional epistemological orientations. Her research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) Whiteness, White Supremacy and how it operates and shapes underrepresentation of Black women and girls in mathematics.Jakita O. ThomasJakita O. Thomas is a Philpott Westpoint Stevens associate professor of Computer Science and Software Engineering at Auburn University in Auburn, AL. Dr. Thomas is also Director of the CUltuRally & SOcially Relevent (CURSOR) Computing Lab. Her research interests include exploring the development of computational algorithmic thinking; Intersectional Computing that promotes access to healthcare information and services for under-served populations; improving reasoning using expert cases, scientific reasoning, and complex cognitive skills learning; and computer-supported collaborative learning.
期刊介绍:
Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.