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Utilizing Culturally Responsive Strategies To Inspire African American Female Participation In Cybersecurity, Deanna Bailey, Michel Kornegay, Ladawn Partlow, Charnee Bowens, Karen Gareis, Kevin Kornegay
Utilizing Culturally Responsive Strategies To Inspire African American Female Participation In Cybersecurity, Deanna Bailey, Michel Kornegay, Ladawn Partlow, Charnee Bowens, Karen Gareis, Kevin Kornegay
Journal of Pre-College Engineering Education Research (J-PEER)
The number of African American females participating in cyber fields is significantly low. Science, technology, engineering, and mathematics (STEM) education requires a new approach to student engagement to increase African American female participation in cybersecurity. The most common approach to engaging more African American females in STEM is to provide students access to professional images or role models active in STEM; however, more is needed. More race-centered strategies beyond role modeling are necessary to attract and retain African American females in STEM. Research studies show that integrating personal experiences and making cultural connections can help improve student participation in STEM …
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
Journal of Pre-College Engineering Education Research (J-PEER)
This study investigated the teaching experiences of three school personnel at a public high school during the 2020–2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the Covid-19 pandemic. A research team interviewed two teachers and one administrator at the school to better understand the nuances of pre-college engineering during a pandemic year and how changes in school and district policy affected the instructional delivery of STEAM projects. Narrative analytic methods were utilized to understand each participant’s experience and an inductive content thematic …
Serving The Underserved Amid Covid-19: The Case Of A Virtual, Culturally Responsive Summer Engineering Camp, Tonisha B. Lane, Eugenia Vomvoridi-Ivanovic, Leia K. Cain, Selene Willis, Salam Ahmad, Jonathan Gaines
Serving The Underserved Amid Covid-19: The Case Of A Virtual, Culturally Responsive Summer Engineering Camp, Tonisha B. Lane, Eugenia Vomvoridi-Ivanovic, Leia K. Cain, Selene Willis, Salam Ahmad, Jonathan Gaines
Journal of Pre-College Engineering Education Research (J-PEER)
The societal disruptions due to the novel coronavirus (COVID-19) pandemic are well noted, especially in the context of science, technology, engineering, and mathematics (STEM) education. Absent a concerted effort to sustain hands-on learning opportunities in STEM amid the crisis, the consequences of COVID-19 may exacerbate existing inequities and racial disparities among youth of color further stratifying the STEM fields. In the current study, we applied a mixed-method descriptive case study design, using online learning theory and culturally responsive pedagogy as our conceptual framework, to describe how participants experienced this camp, held online due to disruptions of COVID-19, in the southeastern …
Equitable Pre-College Engineering Education: Teaching With Racism In Mind, James Holly Jr
Equitable Pre-College Engineering Education: Teaching With Racism In Mind, James Holly Jr
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering educators must consider how the cultural backgrounds of students coincide (or diverge) with the epistemological and ontological formation of an engineer. Hence, this work is presented as an exhortation to engineering educators, particularly in a pre-college context, to critically evaluate how race-conscious pedagogies can be exerted in this field. In this autoethnographic study, I convey my attempt to teach engineering with explicit consideration of the sociopolitical context of the Black male youth I taught. As a Black male, I have an insider perspective into the realities that must be navigated to succeed in a racialized society, where Black males …
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
Journal of Pre-College Engineering Education Research (J-PEER)
Pre-college student enrollment in engineering courses increases every year in the United States, yet little is known about the relationship between taking these courses and subsequent science, technology, engineering, and mathematics (STEM) career interest. Through multinomial logistic regressions, and while controlling for student background variables and prior STEM career interest, this study addresses two research questions: (1) Does completing a pre-college engineering course increase the likelihood of an engineering career interest at the end of high school? (2) Does completing a pre-college engineering course have a different influence on career interest in engineering than on career interest in other STEM …
Anticipating Change: An Exploratory Analysis Of Teachers’ Conceptions Of Engineering In An Era Of Science Education Reform, Tesha Sengupta-Irving, Janet Mercado
Anticipating Change: An Exploratory Analysis Of Teachers’ Conceptions Of Engineering In An Era Of Science Education Reform, Tesha Sengupta-Irving, Janet Mercado
Journal of Pre-College Engineering Education Research (J-PEER)
While integrating engineering into science education is not new in the United States, technology and engineering have not been well emphasized in the preparation and professional development of science teachers. Recent science education reforms integrate science and engineering throughout K–12 education, making it imperative to explore the conceptions teachers hold of engineering as a discipline, and as an approach to teaching. This analysis draws on focus group interviews with practicing secondary teachers (n = 12) conducted during a professional development seminar. The goals of the seminar were to present engineering as a heterogeneity of practices and inquiries organized to …