References
- Asante, M. K. (1991). The Afrocentric idea in education. The Journal of Negro Education, 60(2), 170–180. https://doi.org/https://doi.org/10.2307/2295608
- Baldwin, J. (1963). A talk to teachers. In W. C. Johnson (Ed.), Child development and learning (pp. 7–12). MSS Information Corporation.
- Bevan, B., Penuel, W. R., Bell, P., & Buffington, P. J. (2018). Learning, generalizing, and local sense-making in research-practice partnerships. In B. Bevan & W. R. Penuel (Eds.), Connecting research and practice for educational improvement: Ethical and equitable approaches (pp. 18–30). Routledge.
- Brickhouse, N. (1994). Bringing in the outsiders: Reshaping the sciences of the future. Journal of Curriculum Studies, 26(4), 401–416. https://doi.org/https://doi.org/10.1080/0022027940260404
- Brown, B. A. (2019). Science in the city: Culturally relevant STEM education. Harvard Education Press.
- Chaltain, S. (2014). 60 years after Brown, a way for schools to fulfill its promise. Education Week, 33(31), 1–3.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. sage.
- Charmaz, K. (2017). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–45. https://doi.org/https://doi.org/10.1177/1077800416657105
- Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/https://doi.org/10.1080/0161956X.2014.939009
- Davis, A. Y. (2011). Are prisons obsolete? Seven Stories Press.
- Egede, L. E., & Walker, R. J. (2020). Structural racism, social risk factors, and Covid-19—A dangerous convergence for Black Americans. New England Journal of Medicine, 383(12), e77. https://doi.org/https://doi.org/10.1056/NEJMp2023616
- Ellingson, L. L. (2009). Engaging crystallization in qualitative research: An introduction. Sage.
- Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/https://doi.org/10.1111/0161-4681.00141
- Fradd, S. H., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28(14–20), 42. https://doi.org/https://doi.org/10.3102/0013189X028006014
- Gandara, P., & Maxwell-Jolly, J. (1999). Priming the pump: A review of programs that aim to increase the achievement of underrepresented minority undergraduates. College Board, New York.
- Gilbert, A., & Yerrick, R. (2001). Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track science classroom. Journal of Research in Science Teaching, 38(5), 574–598. https://doi.org/https://doi.org/10.1002/tea.1019
- Hartman, S. (2007). Lose your mother. Farrar, Straus and Giroux.
- Kelly, L. B., Ángeles-Wann, V., Wann-Ángeles, J., & Jimenez-Silva, M. (2019). STEA2M camp at the Orchard: A community cultural wealth approach. NABE Journal of Research and Practice, 9(3–4), 143–154. https://doi.org/https://doi.org/10.1080/26390043.2019.1649511
- King, N. S. (2017). When teachers get it right: Voices of Black girls’ informal STEM learning experiences. Journal of Multicultural Affairs, 2(1), 5. https://scholarworks.sfasu.edu/jma/vol2/iss1/5
- King, N. S., Collier, Z., Johnson, B. G., Acosta, M., & Southwell, C. N. (2021). Determinants of Black families’ access to a community‐based STEM program: A latent class analysis. Science Education, 105(6), 1100–1125. https://doi.org/https://doi.org/10.1002/sce.21669
- King, N. S., Pringle, R. M., Cordero, M. L., & Ridgewell, N. (2020). African American middle school girls in an informal community–based program: Mining rare gems to pursue STEM. In B. Polnick, B. Irby, and J. Ballenger (Eds.), Girls and women of color in STEM: Navigating the double bind (pp. 135-155). Information Age Publishing Inc.
- King, N. S., & Pringle, R. M. (2019). Black girls speak STEM: Counterstories of informal and formal learning experiences. Journal of Research in Science Teaching, 56(5), 539–569. https://doi.org/https://doi.org/10.1002/tea.21513
- Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/https://doi.org/10.3102/00028312032003465
- Love, B. L., & Muhammad, G. E. (2020). What do we have to lose: Toward disruption, agitation, and abolition in Black education. International Journal of Qualitative Studies in Education, 33(7), 695–697. https://doi.org/https://doi.org/10.1080/09518398.2020.1753257
- Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
- Map: Coronavirus and School Closures. (2020, March 6). Education week. Retrieved February 02, 2021, from https://www.edweek.org/leadership/map-coronavirus-and-school-closures-in-2019-2020/2020/03
- Mark, S. L. (2018). A bit of both science and economics: A non-traditional STEM identity narrative. Cultural Studies of Science Education, 13(4), 983–1003. https://doi.org/https://doi.org/10.1007/s11422-017-9832-2
- Maulucci, M. S. R., & Mensah, F. M. (2015). Naming ourselves and others. Journal of Research in Science Teaching, 52(1), 1–5. https://doi.org/https://doi.org/10.1002/tea.21196
- Morales‐Doyle, D., Childress Price, T., & Chappell, M. J. (2019). Chemicals are contaminants too: Teaching appreciation and critique of science in the era of Next Generation Science Standards (NGSS). Science Education, 103(6), 1347–1366. https://doi.org/https://doi.org/10.1002/sce.21546
- Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.
- National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
- National Science Foundation. (2017). Women, minorities, and persons with disabilities in science and engineering 2017. https://www.nsf.gov/statistics/2017/nsf17310/static/downloads/nsf1731-digest.pdf
- Nazar, C. R. (2018). Youth as teacher educators: Supporting preservice teachers in developing youth-centered, equity-oriented science teaching practices [Doctoral dissertation]. Michigan State University.
- Neal, A. M., & Dunn, D. C. (2020). Our ancestors’ wildest dreams:(Re) membering the freedom dreams of Black women abolitionist teachers. Journal of Curriculum Theorizing, 35(4), 59–73. https://journal.jctonline.org/index.php/jct/article/view/963
- NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. National Academies Press. www.nextgenscience.org/nextgenerationscience-Standards
- Nouri, A., & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. The International Journal of Critical Pedagogy, 5(2), 76–87. http://partnershipsjournal.org/index.php/ijcp/article/view/228
- Ogawa, M. (1998). A cultural history of science education in Japan: An epic description. In W.W. Cobern (Ed.), Socio-cultural perspectives on science education: An international dialogue (pp. 139–161). Kluwer Academic Publishers. https://link.springer.com/chapter/10.1007/978-94-011-5224-2_8
- Ortiz, N. A., Morton, T. R., Miles, M. L., & Roby, R. S. (2019). What about us? Exploring the challenges and sources of support influencing black students’ STEM identity development in postsecondary education. The Journal of Negro Education, 88(3), 311–326. https://doi.org/https://doi.org/10.7709/jnegroeducation.88.3.0311
- Penuel, W. R., & Gallagher, D. J. (2017). Creating research-practice partnerships in education. Harvard Education Press.
- Resnick, A. F., & Kazemi, E. (2019). Decomposition of practice as an activity for research-practice partnerships. AERA Open, 5(3), 2332858419862273. https://doi.org/https://doi.org/10.1177/2332858419862273
- Rodriguez, A. J. (2015). What about a dimension of engagement, equity, and diversity practices? A critique of the next generation science standards. Journal of Research in Science Teaching, 52(7), 1031–1051. https://doi.org/https://doi.org/10.1002/tea.21232
- Rodríguez, D. (2010). The disorientation of the teaching act: Abolition as pedagogical position. Radical Teacher, 88(1), 7–19. https://doi.org/https://doi.org/10.1353/rdt.2010.0006
- Samuelson, C. C., & Litzler, E. (2016). Community cultural wealth: An assets‐based approach to persistence of engineering students of color. Journal of Engineering Education, 105(1), 93–117. https://doi.org/https://doi.org/10.1002/jee.20110
- Southern Poverty Law Center. (2016). The social justice standards: A framework for anti-bias education. https://www.tolerance.org/frameworks/social-justice-standards
- Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811. https://doi.org/https://doi.org/10.1037/0022-3514.69.5.797
- Stolberg, S. G. (2021, July 27). ‘Pandemic within a pandemic’: Coronavirus and police brutality roil Black communities. The New York Times. https://www.nytimes.com/2020/06/07/us/politics/blacks-coronavirus-police-brutality.html?action=click&module=RelatedLinks&pgtype=Article
- Swartz, E. (1996). Emancipatory Pedagogy: A postcritical response to standard school. Journal of Curriculum Studies, 28(4), 397–418. https://doi.org/https://doi.org/10.1080/0022027980280402
- Valenzuela, A. (1999). Subtractive schooling: Issues of caring in education of US-Mexican youth. State University of New York Press.
- Yin, R. K. (2003). Case study research: Design and methods. Sage.
- Yosso*, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/https://doi.org/10.1080/1361332052000341006