We present a theoretical framework that views learning as a process involving content
learning (CL) and identity construction (IC). We view identities as lenses through which …

Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical
conventions for becoming an effective teacher of diverse youth. Empathy has been found to …

This study presents the interpretations and perceptions of Black girls who participated in I
AM STEM—a community‐based informal science, technology, engineering, and …

As the nation's K‐12 classrooms become increasingly more racially, culturally, and
linguistically diverse, it is incumbent upon the science community to seize opportunities to …

The International Handbook of Science Education is a two volume edition pertaining to the
most significant issues in science education. It is a follow-up to the first Handbook, published …

There are widespread policy concerns to improve (widen and increase) science, technology,
engineering, and mathematics participation, which remains stratified by ethnicity, gender …

Abstract “Science for All” is a mantra that has guided science education reform and practice
for the past 20 years or so. Unfortunately, after 20 years of “Science for All” guided policy …

The body of research aimed at explaining the science teaching and learning of African
Americans has identified myriad factors that correlate with African American's science career …

This study examined the nature of science (NOS) views of lower elementary grade level
students, including their views of scientists. Participants were 23 third‐grade African …

The purpose of this study was to uncover determinants of Black families' access to STEM
enrichment, specifically focusing on I AM STEM—a community‐based program. Our …