ATTENTION: The works hosted here are being migrated to a new repository that will consolidate resources, improve discoverability, and better show UTA's research impact on the global community. We will update authors as the migration progresses. Please see MavMatrix for more information.
Show simple item record
dc.contributor.author | David M. Sparks | |
dc.contributor.author | Kathryn Pole | |
dc.date.accessioned | 2020-10-23T16:40:55Z | |
dc.date.available | 2020-10-23T16:40:55Z | |
dc.date.issued | 2019-05 | |
dc.identifier.uri | http://hdl.handle.net/10106/29551 | |
dc.description.abstract | 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.] | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | WILEY | en_US |
dc.relation.ispartofseries | School Science and Mathematics; | |
dc.title | “Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom | en_US |
dc.type | Article | en_US |
dc.rights.license | published open access through Wiley | |
Files in this item
- Name:
- Do-we-teach.pdf
- Size:
- 946.9Kb
- Format:
- PDF
- Description:
- PDF
This item appears in the following Collection(s)
Show simple item record