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The African American Science Teacher & African American Student Motivation

The African American Science Teacher & African American Student Motivation. presented by Jeffrey C. Miller University of Texas at Dallas Fall 2004. The African American Science Teacher. Underrepresented in hard sciences Teach in underrepresented environments

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The African American Science Teacher & African American Student Motivation

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  1. The African American Science Teacher & African American Student Motivation presented by Jeffrey C. Miller University of Texas at Dallas Fall 2004

  2. The African American Science Teacher • Underrepresented in hard sciences • Teach in underrepresented environments • Diverging backgrounds & experiences

  3. African American Students in Hard Sciences • Smaller portions taking hard science courses • Diverging concepts of racism • Cultural expectation of failure • Social life, community service, music, sports • Peer influences

  4. What do you mean motivation? • Influence appears to be non-academic • Motivation to pursue science/technical careers • Students with science related majors • Students enrollment in higher science courses • Student attitude toward peers perusing science • Students self-concept of intelligence

  5. African American Science Teachers’ Areas of Impact • Teacher Student Interaction Factors • Mentoring & Support Systems • High student expectations • Individual Students Factors • Positive self-concept • Perception of racism • Cultural Factors • Identification & awareness • Benefit of experiences

  6. Benefits of Completing Advanced Science Courses • Academic & Professional • Decrease achievement gap • Success in both postsecondary education and the labor force • More than test scores • Self-realization • Cultural shift

  7. Research It • Science Teachers vs. Humanities Teachers • Peers in Humanities vs. Peers in Sciences • Students in Humanities vs. Students in Sciences

  8. Summary, Conclusions, Questions • African American Science Teachers have the potential to play a vital role in the improvement of the African American students’ self-perception of intelligence and therefore influence their academic achievement.

  9. References Grandy, J. (1998). Persistence in science of high-ability minority students: Results of a Longitudinal Study. Journal of Higher Education, 69(6), 589. Retrieved November 10, 2004, from Questia database, http://www.questia.com. Ikpa, V. (2003). The Mathematics and Science Achievement Gap between Resegregated and Desegregated Schools. Education, 124(2), 223+. Retrieved November 10, 2004, from Questia database, http://www.questia.com. Leslie, L. L., Mcclure, G. T., & Oaxaca, R. L. (1998). Women and Minorities in Science and Engineering: A Life Sequence Analysis. Journal of Higher Education, 69(3), 239+. Retrieved November 10, 2004, from Questia database, http://www.questia.com. Trusty, J. (2002). African Americans' Educational Expectations: Longitudinal Causal Models for Women and Men. Journal of Counseling and Development, 80(3), 332+. Retrieved November 10, 2004, from Questia database, http://www.questia.com. Melear, C., & Alcock, M. W. (1999). Learning styles and personality types of African American children: Implications for science education. Journal of Psychological Type, 48, 22-33 Norman, O., Ault, C. R. Jr., Bentz, B., & Meskimen, L. (2001).The Black-White "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice. Journal of Research in Science Teaching, 38(10), 1101-1114 Powell, L. (1990). Factors associated with the under representation of African Americans in mathematics and science. Journal of Negro Education, 59(3), 292-298 National Science Board (2004). Science and Engineering Indicators. Retrieved November 15, 2004 from http://www.nsf.gov/sbe/srs/seind04/pdf/c01.pdf National Study Group for the Affirmative Development of Academic Ability. (2004). All Students Reaching The Top: Strategies For Closing Academic Achievement Gaps. Retrieved November 7, 2004, from http://www.ncrel.org/gap/studies/allstudents.pdf

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