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作者

来源

URBAN EDUCATION,Vol.52,Issue2,P.170-206

语言

英文

关键字

Black males; subjects; race; identity; urban; social; identity; SCIENCE-EDUCATION; PRESERVICE TEACHERS; URBAN-EDUCATION; SCHOOLS; PEDAGOGY; BOYS; ACHIEVEMENT; PERSPECTIVE; COLOR; NEIGHBORHOOD

作者单位

[Brown, Bryan A.] Stanford Univ, Grad Sch Educ, Sci Educ, Stanford, CA 94305 USA. [Mangram, Charmaine; Sun, Kathy; Cross, Keith; Raab, Erin] Stanford Univ, 520 Galvez Mall,CERAS 228, Stanford, CA 94305 USA. Brown, BA (reprint author), Stanford Univ, 520 Galvez Mall,CERAS 228, Stanford, CA 94305 USA. E-Mail: brbrown@stanford.edu

摘要

The challenge of opening the doors to science has been a topic of debate for many years. This content analysis study documented an urban school's attempt to use representational practices to promote positive science identities for African American boys. Our analysis revealed how the school attempted to offer connections between ethnic identity and achievement ideology through representational practices. Whether it was posting the names of famous African American male scientists or promoting attendance to Historically Black Colleges and Universities (HBCUs), the school used postings, displays, and interior pictures to communicate a positive science identity. The study highlights the need to promote non-stereotypical science identities for students.