ERIC Number: EJ1213630
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2984
EISSN: N/A
Operating beyond Myths: Designing a Science School for African American Boys in a Myth-Filled Teaching World
Brown, Bryan A.; Mangram, Charmaine; Sun, Kathy Liu; Cross, Keith; Raab, Erin
Journal of Negro Education, v87 n4 p420-443 Fall 2018
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.
Descriptors: 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
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: GSE1157451