David M. Sparks, Ed. D.http://hdl.handle.net/10106/251852024-03-28T19:28:51Z2024-03-28T19:28:51ZAre you African or African-American? Exploring the Identity Experiences of Female STEM Students Born in Africa Now Living in AmericaSparks, David M.http://hdl.handle.net/10106/295532023-11-27T17:25:10Z2018-01-01T00:00:00ZAre you African or African-American? Exploring the Identity Experiences of Female STEM Students Born in Africa Now Living in America
Sparks, David M.
Amongst the participants of a qualitative study of Black female students in Science,Technology, Engineering, and Mathematics (STEM) were two individuals who were born on the African continent. These students moved to the United States at a young age and are now United States citizens—one pursuing a graduate degree and the other an undergraduate degree, both in a STEM field. This brief case study will explore the thoughts of the two students with regard to how they, despite being typically underrepresented in STEM in the United States, (1) describe their experiences as college students; (2) come to view themselves in the African-American community in the United States; and (3) compare to Black students who were born in the United States or are international students from Africa. Using their own words, this article explains how their African heritage has shaped their development as STEM students and solidified their place in a STEM education program in the United States. These students are uniquely positioned to understand both an African and African-American perspective. Their insights can help to illuminate how the United States can attract and retain African as well as African-American students in the fields of STEM, and extend that knowledge to other variations of ethnicity and experience. [This article is published under Creative Commons License (see, http://genderandset.open.ac.uk/index.php/genderandset/about/submissions#copyrightNotice). This article is also available online: http://genderandset.open.ac.uk/index.php/genderandset/article/view/504]
2018-01-01T00:00:00Z“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroomDavid M. SparksKathryn Polehttp://hdl.handle.net/10106/295512023-11-27T17:30:03Z2019-05-01T00:00:00Z“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom
David M. Sparks; Kathryn Pole
Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students’ participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open‐ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in thought‐provoking critical conversations. The paper concludes with a discussion of ways teachers can assist in the STEM career identity development of their underrepresented females and students of color and calls for research that combines the key findings in SCCT and CRT to build confidence and capacity for teachers to effectively confront issues of racism, sexism, and stereotyping in science and mathematics classrooms. [This is an Published Version PDF of an article published by Wiley in School Science and Mathematics on May 2019, available online: https://onlinelibrary.wiley.com/doi/full/10.1111/ssm.12361.]
2019-05-01T00:00:00ZThe Process of Becoming: Identity Development of African American Female Science and Mathematics Preservice TeachersSparks, David M.http://hdl.handle.net/10106/275292024-01-26T16:25:13Z2018-03-01T00:00:00ZThe Process of Becoming: Identity Development of African American Female Science and Mathematics Preservice Teachers
Sparks, David M.
**Please note that the full text is embargoed** ABSTRACT: A group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture.
2018-03-01T00:00:00ZNavigating STEM-Worlds: Applying a Lens of Intersectionality to the Career Identity Development of Underrepresented Female Students of ColorSparks, David M.http://hdl.handle.net/10106/272242024-01-26T16:20:44Z2017-01-01T00:00:00ZNavigating STEM-Worlds: Applying a Lens of Intersectionality to the Career Identity Development of Underrepresented Female Students of Color
Sparks, David M.
**Please note that the full text is embargoed** ABSTRACT: Knowing that female students of color are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) is not enough. This paper will discuss the need for an intersectionality lens when considering how to retain talented female students of color in university STEM programs. Researchers and practitioners must focus on how students develop their social, academic, and intellectual identities as they become a scientist, doctor, or engineer. This includes the development of their core identity-- perceptions they have of themselves as well as perceptions of those with whom they work and interact. One of the main obstacles researchers and practitioners face includes how to help students adapt to the norms of STEM-worlds (classrooms and work environments related to STEM) as they proceed through the path to becoming a STEM professional. The paper will also discuss the term intersectional trap. This is defined as the act of saying blanket statements to describe a race or group of individuals without considering variations of experience within the population. The paper will end with recommendations for research focusing on qualitative studies that explore the lived experiences of students as they form their STEM identities.
2017-01-01T00:00:00Z