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When Teachers Get It Right: Voices Of Black Girls’ Informal Stem Learning Experiences, Natalie S. King

Journal of Multicultural Affairs

This paper is a part of a larger research study exploring the STEM learning experiences of Black girls who participated in an informal STEM program – I AM STEM. Through the process of reflection and co-construction of counterstories, Black girls reclaimed authorship of their lives. They identified three major attributes of teachers who promoted their academic success and engagement in STEM learning as ones who (a) responded to their needs and built a community of learners, (b) interacted with their parents in a professional manner, and (c) encouraged them to think critically and creatively during the lessons. Excerpts of their …