Journal article
Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property
Cultural studies of science education, v 16(2), pp 495-500
01 Jun 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
In reading Danielle Ferguson and Catherine Martin-Dunlop's (2020) "Uncovering stories of resilience among successful African American women in STEM," we call for an exploration into reimagining the practice of cultural brokering for supporting Black girls' success in K-12 science and engineering. While none of the participants identified a teacher as a cultural broker, they each mentioned how this support would have contributed to a much different experience in learning science. Unfortunately, institutions such as schools, and their associated institutional agents, often necessitate Black girls to call upon coping strategies for navigating the racialized and gendered components of engaging in science. Sociohistorical and current positionings of Black girls in science learning spaces require their display of resilience, as opposed to spaces that allow them to play, learn, think critically and/or make mistakes without major consequences. In this piece, we ask the question-Are there ways in which to reimagine the process of cultural brokering that provides authentic opportunities for Black girls to succeed in K-12 science learning spaces and mitigate the need for compiling "resiliency stories"?
Metrics
Details
- Title
- Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property
- Creators
- Christopher Wright - Drexel UniversityAlexis Riley - Columbia University
- Publication Details
- Cultural studies of science education, v 16(2), pp 495-500
- Publisher
- Springer Nature
- Number of pages
- 6
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000618145100001
- Scopus ID
- 2-s2.0-85100879768
- Other Identifier
- 991019169808504721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Cultural Studies
- Education & Educational Research