Operating beyond Myths: Designing a Science School for African American Boys in a Myth-Filled Teaching World

Y

24

National Science Foundation (NSF)

GSE1157451

African American Students; Males; Single Sex Schools; Science Education; Program Effectiveness; Misconceptions; Racial Factors; Faculty Development; Academic Achievement; Parent Participation; STEM Education; Racial Differences; Critical Theory; Race; Racial Bias; Charter Schools; Elementary Schools; Leadership Responsibility; Culturally Relevant Education

10.7709/jnegroeducation.87.4.0420

0022-2984

Schools must rely on a sound theory to practice relationships in their design. This study documents one school's attempt to design a science school for African American boys. Through a mixed methods study of pre- and post-year interviews and surveys, this study documented how their views changed during year 1. The authors discovered three myths about teaching African American boys that changed: (a) that teachers of the same race as students will improve performance. (b) that curriculum-focused professional development produced higher academic performance, and (c) that parent involvement is critical to school success. These results document how a limited research to practice understanding hindered the school's ability to design a STEM school for African American boys.

As Provided

2019

EJ1213630