2022/01/20 by Anna Lee, Anna K. Lee, Dawn X. Henderson +7
Agricultural and Biological Sciences · Social Sciences · #Critical Race Theory in Education #Diverse Educational Innovations Studies #Innovative Teaching Methods
paper · doi:10.1177/00420859211073898
crossref issued 2022/01/20 · crossref published 2022/01/20 · crossref published-online 2022/01/20 · openalex publication_date 2022/01/20 · crossref created 2022/01/20 · crossref published-print 2024/04/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · openalex updated_date 2026/06/11 · crossref indexed 2026/07/29
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student engagement. Characteristics that discouraged student engagement included (1) lack of racial representation, (2) differential treatment of students based on race, (3) condescension and assumed incompetence, and (4) technology as a replacement for instruction. We offer recommendations to improve Black students’ experience and increase interest in pursuing future STEM careers.