Is science for all? The relationship between middle and high school science students' perceptions of race and their science affinity-identities
Abstract/Contents
- Abstract
- Traditional science assessments and the representation of Blacks in science majors and careers speak to the disparity in science achievement between Blacks and Whites.Some research posits that the establishment of White culture as the cultural norm of science classrooms may create conflict between Black students' development of a science identity (Blickenstaff, 2005; Brown, 2004; Gilbert & Yerrick, 2001). This mixed-methods study explores the relationship that may exist between a sample of Black students' perceptions of their racial identity and science affinity- identity. For this mixed methods study, interviews surveys, and image ranking are used to explore the relationship between students' perceptions of racial and science affinity-identities.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2014 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Gray, Salina Tynese |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Brown, Bryan Anthony |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Lotan, Rachel A |
| Thesis advisor | Saperstein, Aliya |
| Advisor | Lotan, Rachel A |
| Advisor | Saperstein, Aliya |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Salina Tynese Gray. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2014. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2014 by Salina Tynese Gray
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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