Black girls matter: A critical analysis of educational spaces and call for community-based programs
Black girls matter: A critical analysis of educational spaces and call for community-based programs
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黑人女孩很重要：对教育空间的批判性分析并呼吁基于社区的计划
DOI：
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发表时间：
2022
影响因子：
1.2
通讯作者：
Natalie S. King
中科院分区：
文献类型：
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作者：
Natalie S. King
本论坛论文与Crystal Morton和Demetrice Smith-Mutegi的《让“它”重要：通过非正式STEM学习发展非洲裔美国女孩和年轻女性的数学和科学身份》对话。他们的文章揭示了女孩STEM研究所参与者的经历，以及他们如何挑战关于他们在科学和数学方面表现能力的信念。我延长讨论，探讨通过社区为基础的倡议和立场的前提下，我们将继续掌握叙事和延续不平等，如果我们的计划的结构和功能不能挑战现状的访问的重要性。因此，本文呼吁采取行动：（1）认识并解决教师和权威人士对黑人女孩在STEM中表现能力的精神谋杀;（2）在学校和更大的社区内为黑人女孩创造人性化的空间，以真实地访问STEM;以及（3）以验证其文化资源和才华的方式利用黑人女孩的多维身份。当我们致力于在STEM领域创造更公平的学习空间时，我们的行动将与我们让黑人女孩发挥作用的责任保持一致。
This forum paper dialogues with Crystal Morton and Demetrice Smith-Mutegi’s Making “it” matter: Developing African American girls and young women’s mathematics and science identities through informal STEM learning. Their article unveils the experiences of participants in Girls STEM Institute, and how they challenged beliefs about their ability to perform in science and mathematics. I extend the discussion to explore the importance of access through community-based initiatives and stand on the premise that we will continue to oxygenate master narratives and perpetuate inequities if the structure and function of our programs fail to challenge the status quo. Therefore, this paper serves as a call to action to (1) recognize and address spirit murdering from teachers and authority figures who dismiss the abilities of Black girls to perform in STEM; (2) create humanizing spaces within schools and the larger community for Black girls to access STEM with authenticity; and (3) leverage the multidimensional identities of Black girls in ways that validate their cultural resources and brilliance. When we commit ourselves to creating more equitable learning spaces in STEM, then our actions will align with our responsibility to make Black girls matter.