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Dissertation
"Being a Black girl also means to be my own person expressively": leveraging a collective case study to explore science identity
Doctor of Philosophy (Ph.D.), Drexel University
Sep 2024
DOI:
https://doi.org/10.17918/00010720
Abstract
This dissertation utilized a qualitative collective case study (Stake, 1995) to examine four Black adolescent girls' science identities within the context of an afterschool science program featuring a culturally sustaining science curriculum. Employing a qualitative research design, the study utilized semi-structured interviews, video observations, reflective journaling, and Black girl cartography to examine how four Black girls perceived themselves in relation to science as they engaged with a culturally sustaining science curriculum and how their engagement in the afterschool program influenced how they perceived their science abilities. The analysis drew upon the theories of Critical Race Feminism (Berry, 2010; Wing, 1997) and Culturally Sustaining Pedagogies (Paris, 2012) to explore the intersections of race, gender, culture, and science education. Findings suggest that the centering of participants' interests and perspectives within the curriculum played a significant role in fostering a sense of belonging, empowerment, and confidence in scientific abilities. The findings also underscore the impact of culturally sustaining practices on Black girls' attitudes towards science, illuminating how such approaches can shape their identities as science learners and practitioners. Central to these findings is the recognition of Black girls' intersectional identities and the significance of valuing these identities within science education settings. By honoring Black girls' multifaceted identities, the study advocates for utilizing a strengths-based approach that enhances understanding of how Black girls actively participate in and contribute to the science community. This research contributes to both theoretical understandings and practical applications in science education of how culturally sustaining educational practices support and empower Black girls engaging in science, offering implications for educators, researchers, and policymakers interested in promoting equitable access and engagement in science among Black girls.
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Details
- Title
- "Being a Black girl also means to be my own person expressively"
- Creators
- Tajma Cameron
- Contributors
- Christopher G. Wright (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 200 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021902013704721