21,676
Views
10
CrossRef citations to date
0
Altmetric
Introduction

The racial politics of STEM education in the USA: interrogations and explorations

&
Pages 449-458 | Received 27 Dec 2018, Accepted 18 Feb 2019, Published online: 29 Apr 2019

References

  • Bang, M., and D. Medin. 2010. “Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies.” Science Education 94 (6): 1008–1026. doi:10.1002/sce.v94:6.
  • Bang, M., and S. Vossoughi. 2016. “Participatory Design Research and Educational Justice: Studying Learning and Relations within Social Change Making.” Cognition and Instruction 24 (3): 173–193.
  • Baraka, I. A. 1971. Raise, Race, Rays, Raze: Essays Since 1965. New York, NY: Random House.
  • Barton, A. C. 2003. Teaching Science for Social Justice. New York, NY: Teachers College Press.
  • Davies, B., and H. Rom. 1990. “Positioning: The Discursive Production of Selves.” Journal for the Theory of Social Behaviour 20 (1): 43–63. doi:10.1111/j.1468-5914.1990.tb00174.x.
  • Dumas, M. J., and K. M. Ross. 2016. “Be Real Black for Me” Imagining BlackCrit in Education.” Urban Education 51 (4): 415–442. doi:10.1177/0042085916628611.
  • Ewing, E. L. 2018. Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side. Chicago: University of Chicago Press.
  • Fine, M. 2009. “Postcards from Metro America: Reflections on Youth Participatory Action Research for Urban Justice.” The Urban Review 41 (1): 1–6. doi:10.1007/s11256-008-0099-5.
  • Gutiérrez, K. D., K. Cortes, A. Cortez, D. DiGiacomo, J. Higgs, P. Johnson, J. R. Lizárraga, E. Mendoza, J. Tien, and S. Vakil. 2017. “Replacing Representation with Imagination: Finding Ingenuity in Everyday Practices.” Review of Research in Education 41 (1): 30–60. doi:10.3102/0091732X16687523.
  • Gutiérrez, K. D., and S. Vossoughi. 2010. “Lifting off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments.” Journal of Teacher Education 61 (1–2): 100–117. doi:10.1177/0022487109347877.
  • Gutstein, E. 2006. Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. New York, NY: Taylor & Francis.
  • Haraway, D. 1988. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14 (3): 575–599. doi:10.2307/3178066.
  • Haraway, D. J. 2013. Primate Visions: Gender, Race, and Nature in the World of Modern Science. New York, NY: Routledge.
  • Hartman, S. V. 1997. Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America. Oxford: Oxford University Press on Demand.
  • Kelley, R. D. G. 2002. Freedom Dreams: The Black Radical Imagination. Boston, MA: Beacon Press.
  • Leslie, S. W. 1993. The Cold War and American Science: The Military-Industrial-Academic Complex at MIT and Stanford. New York, NY: Columbia University Press.
  • Martin, D. B. 2000. Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency. New York, NY: Routledge.
  • McGee, E. O., and D. B. Martin. 2011. “You Would Not Believe What I Have to Go through to Prove My Intellectual Value!” Stereotype Management among Academically Successful Black Mathematics and Engineering Students.” American Educational Research Journal 48 (6): 1347–1389. doi:10.3102/0002831211423972.
  • Morales‐Doyle, D. 2017. “Justice‐Centered Science Pedagogy: A Catalyst for Academic Achievement and Social Transformation.” Science Education 101 (6): 1034–1060. doi:10.1002/sce.2017.101.issue-6.
  • Nasir, N. S., and V. M. Hand. 2006. “Exploring Sociocultural Perspectives on Race, Culture, and Learning.” Review of Educational Research 76 (4): 449–475. doi:10.3102/00346543076004449.
  • Nasir, N. S., and S. Vakil. 2017. “STEM-focused Academies in Urban Schools: Tensions and Possibilities.” Journal of the Learning Sciences 26 (3): 376–406. doi:10.1080/10508406.2017.1314215.
  • Noble, D. F. 1979. America by Design. Oxford: Oxford University Press.
  • Pereira, A. 2018. “Disney Donates Money for STEM Center in Oakland on the Heels of ‘Black Panther’ Success”. https://www.houstonchronicle.com/movies/article/Disney-Boys-Girls-Club-Black-Panther-STEM-12710710.php
  • Robinson, C. J. 2000. Black Marxism: The Making of the Black Radical Tradition. Raleigh, North Carolina: Univ of North Carolina Press.
  • Ross, K. M . forthcoming. “Black Space in Education: (Anti)Blackness in Schools and the Afterlife of Segregation.” In The Future Is Black: Afropressimism, Fugitivity and Radical Hope in Education, edited by C. A. Grant, M. J. Dumas, and A. N. Woodson. New York, NY: Routledge.
  • Sharpe, C. 2016. The Wake: On Blackness and Being. Durhan, NC: Duke University Press.
  • Spivak, G. C. 1988. Can the Subaltern Speak? Basingstoke: Macmillan.
  • Star, S. L. 1999. “Power, Technology and the Phenomenology of Conventions: On Being Allergic to Onions.” The Sociological Review 38 (S1): 26–56. doi:10.1111/j.1467-954X.1990.tb03347.x.
  • Tatum, B. 1992. “Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom.” Harvard Educational Review 62 (1): 1–25. doi:10.17763/haer.62.1.146k5v980r703023.
  • Vakil, S. 2018. “Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education.” Harvard Educational Review 88 (1): 26–52. doi:10.17763/1943-5045-88.1.26.
  • Vakil, S., and McKinney de Royston, M. 2018. “How “Social Justice” Became Unjust in a Youth Hackathon.” In Mendoza, E., Kirshner, B., & Gutierrez, K. (Eds.), Power, Equity and (Re) Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth. 1.
  • Vossoughi, S., and S. Vakil. 2018. “Towards What Ends? A Critical Analysis of Militarism, Equity and STEM Education.” In A. Ali & T.L. Buenavista (Eds.), Education at War: The Fight for Students of Color in America’s Public Schools. New York, NY: Fordham University.
  • Walker, V. S. 2000. “Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics.” Review of Educational Research 70 (3): 253–285. doi:10.3102/00346543070003253.
  • Wenger, E. 1999. Communities of Practice: Learning, Meaning, and Identity. Cambridge, MA: Cambridge university press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.