Black Representation in the Science Curriculum: Implications for Identity, Culture, Belonging, and Curriculum Development (Routledge Research in STEM Education)

L. Quinlan, Catherine

ISBN 10: 1032757191 / ISBN 13: 9781032757193

Published by Routledge, 2024

About this Item

Seller Inventory # V9781032757193

Bibliographic Details

• Title: Black Representation in the Science Curriculum: Implications for Identity, Culture, Belonging, and Curriculum Development (Routledge Research in STEM Education)
• Publisher: Routledge
• Publication Date: 2024
• Language: English
• ISBN 10: 1032757191
• ISBN 13: 9781032757193
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This book sheds new light on the importance of Black representation in the US science curriculum from a social, cultural, cognitive, and scientific perspective.

Weaving together content, new methodologies, and science education pedagogies, it opens up new space for the meaningful inclusion of the science capital and cultural capital of Black people in the US science curricula. Drawing on ethnographic interviews with African American Gullah-Geechee and research outcomes from qualitative and quantitative research and curriculum development, it brings home the importance of attending to a sense of belonging in the K-12 science curricula toward lasting equity and inclusion. The author uses applied cognitive psychology theories as frameworks to show how perceptions about the perceived value of Black representation as a way of knowing is influenced by identity, culture, and social schemas.

Incorporating new methodologies and approaches focused on inclusion and belonging, it will appeal to scholars, researchers, upper-level and post-graduate students with interest in STEM education, race and ethnicity in education, equity, and research methods in education.

About the Author

Catherine L. Quinlan received her training in science education at Teachers College, Columbia University and her first academic appointment at Howard University. She is currently Associate Professor of Science Education at Howard University.