African American girls were underrepresented in STEM related education and careers. Social and historical factors caused African American girls to be double marginalized based on gender and sex. African American girls had the potential to fill STEM positions with a strong foundation in advanced science courses. The current study focused on the unknown relationship between science teachers, advanced science courses, and African American girls participating in advanced science courses. Critical Race Theory (CRT) and Black Feminist Thought (BFT) theoretical frameworks were used in an integrated approach to understand the unique experiences of African American girls enrolled in advanced science courses. A qualitative descriptive study was conducted to explore advance science teacher perceptions of the participation and outcome of African American girls enrolled in advanced science courses. Face-to-face, semi-structured interviews were used as the instrument to collect thick descriptive data. Criterion sampling was used to recruit 10 advanced science teachers with experience teaching African American girls to participate. Interviews were transcribed and coded, then findings were organized into themes. Findings were further analyzed into four big ideas that included: curriculum and instruction of advanced science courses, barriers for African American girls participating in advanced science courses, motivations for African American girls participating in advanced science courses, and expected outcomes of African American girls participating in advanced science courses. Finally, the researcher discussed implications and recommendations for future research and offered concluding thoughts on the research study.
","abstract_html":"<p>African American girls were underrepresented in STEM related education and careers. Social and historical factors caused African American girls to be double marginalized based on gender and sex. African American girls had the potential to fill STEM positions with a strong foundation in advanced science courses. The current study focused on the unknown relationship between science teachers, advanced science courses, and African American girls participating in advanced science courses. Critical Race Theory (CRT) and Black Feminist Thought (BFT) theoretical frameworks were used in an integrated approach to understand the unique experiences of African American girls enrolled in advanced science courses. A qualitative descriptive study was conducted to explore advance science teacher perceptions of the participation and outcome of African American girls enrolled in advanced science courses. Face-to-face, semi-structured interviews were used as the instrument to collect thick descriptive data. Criterion sampling was used to recruit 10 advanced science teachers with experience teaching African American girls to participate. Interviews were transcribed and coded, then findings were organized into themes. Findings were further analyzed into four big ideas that included: curriculum and instruction of advanced science courses, barriers for African American girls participating in advanced science courses, motivations for African American girls participating in advanced science courses, and expected outcomes of African American girls participating in advanced science courses. Finally, the researcher discussed implications and recommendations for future research and offered concluding thoughts on the research study.</p>","abstract_has_math":false,"creators":["Poole, Shanica Cherie"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Christopher Garretson","Dr. Michael D. Richardson","Dr. Marguerite Yates"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-01T07:00:00Z","date_published":"2019-05-01T07:00:00Z","updated_at":"2026-07-24T01:45:01Z","subjects":["High School","Science Teachers","African American","Girls","Advanced Science Courses","Critical Race Theory (CRT)","Black Feminist Thought (BFT)","Accessibility","Curriculum and Instruction","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/321","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Christopher Garretson","Dr. Michael D. 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Social and historical factors caused African American girls to be double marginalized based on gender and sex. African American girls had the potential to fill STEM positions with a strong foundation in advanced science courses. The current study focused on the unknown relationship between science teachers, advanced science courses, and African American girls participating in advanced science courses. Critical Race Theory (CRT) and Black Feminist Thought (BFT) theoretical frameworks were used in an integrated approach to understand the unique experiences of African American girls enrolled in advanced science courses. A qualitative descriptive study was conducted to explore advance science teacher perceptions of the participation and outcome of African American girls enrolled in advanced science courses. Face-to-face, semi-structured interviews were used as the instrument to collect thick descriptive data. Criterion sampling was used to recruit 10 advanced science teachers with experience teaching African American girls to participate. Interviews were transcribed and coded, then findings were organized into themes. Findings were further analyzed into four big ideas that included: curriculum and instruction of advanced science courses, barriers for African American girls participating in advanced science courses, motivations for African American girls participating in advanced science courses, and expected outcomes of African American girls participating in advanced science courses. Finally, the researcher discussed implications and recommendations for future research and offered concluding thoughts on the research study.
"]},{"key":"dc:title","label":"Title","values":["Examining Perceptions of High School Science Teachers Regarding the Participation and Outcomes of African American Girls in Advanced Science Courses"]}]}],"canonical_facts":{"dc:contributor":["Dr. Christopher Garretson","Dr. Michael D. Richardson","Dr. Marguerite Yates"],"dc:creator":["Poole, Shanica Cherie"],"dc:date.available":["2019-12-12T08:00:00Z"],"dc:description.abstract":["African American girls were underrepresented in STEM related education and careers. Social and historical factors caused African American girls to be double marginalized based on gender and sex. African American girls had the potential to fill STEM positions with a strong foundation in advanced science courses. The current study focused on the unknown relationship between science teachers, advanced science courses, and African American girls participating in advanced science courses. Critical Race Theory (CRT) and Black Feminist Thought (BFT) theoretical frameworks were used in an integrated approach to understand the unique experiences of African American girls enrolled in advanced science courses. A qualitative descriptive study was conducted to explore advance science teacher perceptions of the participation and outcome of African American girls enrolled in advanced science courses. Face-to-face, semi-structured interviews were used as the instrument to collect thick descriptive data. Criterion sampling was used to recruit 10 advanced science teachers with experience teaching African American girls to participate. Interviews were transcribed and coded, then findings were organized into themes. Findings were further analyzed into four big ideas that included: curriculum and instruction of advanced science courses, barriers for African American girls participating in advanced science courses, motivations for African American girls participating in advanced science courses, and expected outcomes of African American girls participating in advanced science courses. Finally, the researcher discussed implications and recommendations for future research and offered concluding thoughts on the research study.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/321"],"dc:language":["English"],"dc:subject":["High School","Science Teachers","African American","Girls","Advanced Science Courses","Critical Race Theory (CRT)","Black Feminist Thought (BFT)","Accessibility","Curriculum and Instruction","Educational Leadership"],"dc:title":["Examining Perceptions of High School Science Teachers Regarding the Participation and Outcomes of African American Girls in Advanced Science Courses"],"thesis:degree_discipline":["Counseling, Foundations & Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:01Z"}