Identifying structural changes made by district leadership to increase equity in STEM for Black girls

Coleman, Natalie

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https://hdl.handle.net/2142/110436 Copy

Description

Title

Identifying structural changes made by district leadership to increase equity in STEM for Black girls

Author(s)

Coleman, Natalie

Issue Date

2021-04-14

Director of Research (if dissertation) or Advisor (if thesis)

Welton, Anjale

Doctoral Committee Chair(s)

Welton, Anjale

Committee Member(s)

• Alexander, Kern
• Kalantzis, Mary
• Herrmann, Mary Beth

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• STEM
• District Leadership
• Black Girls
• Critical Race Theory

Abstract

This study examined the structural changes taken by district leadership in the area of equity in STEM for Black girls in response to the policy changes to the Illinois State Board of Education Multiple Indicators for Student Success Model (MISS). The new policy was intended to create a more inclusive report of student success and push school leaders to make structural changes in STEM programming and funding. The conceptual frameworks used to deepen the understanding of the possible roadblocks for Black girls success in STEM were the Critical Race Theory (CRT) and Intersectionality. Both of these frameworks address issues in education as it pertains to STEM achievement and equity for Black girls. Both theories analyze educational systems and practices that influence Black girl’s participation in K-8 STEM programming and their eventual pursuit of a STEM career. CRT puts race at the forefront of barriers preventing Blacks from excelling in academia while the Intersectionality Theory analyzes the impact of both race and gender on Black girls in society. This study is important because increasing access and equity in STEM is a national concern referred to as the STEM crisis (Nasereddin, Clark, & Konak, 2014). The gap in STEM achievement mirrors the overall gap in academic achievement between Whites and minorities (Olszewski-Kubilius, Steenbergen-Hu, Thomson, & Rosen 2017). Furthermore, Black women are underrepresented in STEM careers (Price, 2010). The reasons for this inequity can be found by using Critical Race Theory (CRT) and Intersectionality Theory as lenses in which K-8 educational systems and structures as it pertains to Black girls in STEM is analyzed. Findings will be used to support the ongoing need for structural changes to increase equity in K-8 STEM education. Identifying structural changes that have been effective in increasing Black students exposure to STEM opportunities as well as achievement is critical in narrowing the opportunity gap currently found in K-8 STEM education and essentially the STEM workforce.

Graduation Semester

2021-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/110436

Copyright and License Information

Copyright 2021 Natalie Coleman

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