Equity Perspectives of School Stakeholders Regarding the Representation and Access of Black Male Students in an Academy of Engineering

Autor/inn/en	Fletcher, Edward C., Jr.; Hines, Erik M.; Moore, James L., III; Ford, Donna Y.
Titel	Equity Perspectives of School Stakeholders Regarding the Representation and Access of Black Male Students in an Academy of Engineering
Quelle	In: School Science and Mathematics, 123 (2023) 3, S.125-136 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fletcher, Edward C., Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12578
Schlagwörter	Equal Education; Access to Education; Disproportionate Representation; African American Students; Males; Engineering Education; High School Students; Teacher Student Relationship; Mathematics Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Ingenieurausbildung; High school; High schools; Oberschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematische Bildung
Abstract	In this study, we utilized a case study approach to examine the perspectives of 20 school stakeholders regarding equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering (AOE). Madison River Academy (pseudonym) is a comprehensive high school with an AOE embedded in it. The ethnic and racial backgrounds of students at Madison River Academy are 68.8% Black, 14.4% Latinx, 8.7% White, 4.3% Asian, and 3.4% Multiracial. Three themes emerged from our data analyses of the school stakeholder interviews, including the following: (a) a cultural mismatch: denoting the cultural disconnect between teachers and Black male students; (b) math as a gatekeeper: symbolizing mathematics as a barrier Black male participation in the AOE; and (c) promoting equitable access: representing strategies the school stakeholders discussed that could address the equity issues within the AOE. More specifically, within the promoting equitable access theme, two subthemes emerged: building vertical pathways from middle to high school and applying science, technology, engineering, and mathematics (STEM) pathways. We provide recommendations for addressing the equity issues within our case study and promoting higher levels of participation of Black male students in the AOE. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01