{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110436"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110436","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Identifying structural changes made by district leadership to increase equity in STEM for Black girls","abstract":"This study examined the structural changes taken by district leadership in the area of equity in STEM for Black girls in response to the policy changes to the Illinois State Board of Education Multiple Indicators for Student Success Model (MISS). The new policy was intended to create a more inclusive report of student success and push school leaders to make structural changes in STEM programming and funding. The conceptual frameworks used to deepen the understanding of the possible roadblocks for Black girls success in STEM were the Critical Race Theory (CRT) and Intersectionality. Both of these frameworks address issues in education as it pertains to STEM achievement and equity for Black girls. Both theories analyze educational systems and practices that influence Black girl’s participation in K-8 STEM programming and their eventual pursuit of a STEM career. CRT puts race at the forefront of barriers preventing Blacks from excelling in academia while the Intersectionality Theory analyzes the impact of both race and gender on Black girls in society. This study is important because increasing access and equity in STEM is a national concern referred to as the STEM crisis (Nasereddin, Clark, & Konak, 2014). The gap in STEM achievement mirrors the overall gap in academic achievement between Whites and minorities (Olszewski-Kubilius, Steenbergen-Hu, Thomson, & Rosen 2017). Furthermore, Black women are underrepresented in STEM careers (Price, 2010). The reasons for this inequity can be found by using Critical Race Theory (CRT) and Intersectionality Theory as lenses in which K-8 educational systems and structures as it pertains to Black girls in STEM is analyzed. Findings will be used to support the ongoing need for structural changes to increase equity in K-8 STEM education. Identifying structural changes that have been effective in increasing Black students exposure to STEM opportunities as well as achievement is critical in narrowing the opportunity gap currently found in K-8 STEM education and essentially the STEM workforce.","abstract_html":"This study examined the structural changes taken by district leadership in the area of equity in STEM for Black girls in response to the policy changes to the Illinois State Board of Education Multiple Indicators for Student Success Model (MISS). The new policy was intended to create a more inclusive report of student success and push school leaders to make structural changes in STEM programming and funding. The conceptual frameworks used to deepen the understanding of the possible roadblocks for Black girls success in STEM were the Critical Race Theory (CRT) and Intersectionality. Both of these frameworks address issues in education as it pertains to STEM achievement and equity for Black girls. Both theories analyze educational systems and practices that influence Black girl’s participation in K-8 STEM programming and their eventual pursuit of a STEM career. CRT puts race at the forefront of barriers preventing Blacks from excelling in academia while the Intersectionality Theory analyzes the impact of both race and gender on Black girls in society. This study is important because increasing access and equity in STEM is a national concern referred to as the STEM crisis (Nasereddin, Clark, & Konak, 2014). The gap in STEM achievement mirrors the overall gap in academic achievement between Whites and minorities (Olszewski-Kubilius, Steenbergen-Hu, Thomson, & Rosen 2017). Furthermore, Black women are underrepresented in STEM careers (Price, 2010). The reasons for this inequity can be found by using Critical Race Theory (CRT) and Intersectionality Theory as lenses in which K-8 educational systems and structures as it pertains to Black girls in STEM is analyzed. Findings will be used to support the ongoing need for structural changes to increase equity in K-8 STEM education. Identifying structural changes that have been effective in increasing Black students exposure to STEM opportunities as well as achievement is critical in narrowing the opportunity gap currently found in K-8 STEM education and essentially the STEM workforce.","abstract_has_math":false,"creators":["Coleman, Natalie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Welton, Anjale","Alexander, Kern","Kalantzis, Mary","Herrmann, Mary Beth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:10:40Z","date_published":"2021-09-17T01:10:40Z","updated_at":"2026-07-22T22:24:50Z","subjects":["STEM","District Leadership","Black Girls","Critical Race Theory"],"languages":["en"],"rights":["Copyright 2021 Natalie Coleman"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110436","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Welton, Anjale","Alexander, Kern","Kalantzis, Mary","Herrmann, Mary Beth"]},{"key":"dc:creator","label":"Author","values":["Coleman, Natalie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:10:40Z","2021-04-14","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","District Leadership","Black Girls","Critical Race Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Natalie Coleman"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110436"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined the structural changes taken by district leadership in the area of equity in STEM for Black girls in response to the policy changes to the Illinois State Board of Education Multiple Indicators for Student Success Model (MISS). The new policy was intended to create a more inclusive report of student success and push school leaders to make structural changes in STEM programming and funding. The conceptual frameworks used to deepen the understanding of the possible roadblocks for Black girls success in STEM were the Critical Race Theory (CRT) and Intersectionality. Both of these frameworks address issues in education as it pertains to STEM achievement and equity for Black girls. Both theories analyze educational systems and practices that influence Black girl’s participation in K-8 STEM programming and their eventual pursuit of a STEM career. CRT puts race at the forefront of barriers preventing Blacks from excelling in academia while the Intersectionality Theory analyzes the impact of both race and gender on Black girls in society. This study is important because increasing access and equity in STEM is a national concern referred to as the STEM crisis (Nasereddin, Clark, & Konak, 2014). The gap in STEM achievement mirrors the overall gap in academic achievement between Whites and minorities (Olszewski-Kubilius, Steenbergen-Hu, Thomson, & Rosen 2017). Furthermore, Black women are underrepresented in STEM careers (Price, 2010). The reasons for this inequity can be found by using Critical Race Theory (CRT) and Intersectionality Theory as lenses in which K-8 educational systems and structures as it pertains to Black girls in STEM is analyzed. Findings will be used to support the ongoing need for structural changes to increase equity in K-8 STEM education. Identifying structural changes that have been effective in increasing Black students exposure to STEM opportunities as well as achievement is critical in narrowing the opportunity gap currently found in K-8 STEM education and essentially the STEM workforce.","Submission original under an indefinite embargo labeled 'Open Access'. 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The new policy was intended to create a more inclusive report of student success and push school leaders to make structural changes in STEM programming and funding. The conceptual frameworks used to deepen the understanding of the possible roadblocks for Black girls success in STEM were the Critical Race Theory (CRT) and Intersectionality. Both of these frameworks address issues in education as it pertains to STEM achievement and equity for Black girls. Both theories analyze educational systems and practices that influence Black girl’s participation in K-8 STEM programming and their eventual pursuit of a STEM career. CRT puts race at the forefront of barriers preventing Blacks from excelling in academia while the Intersectionality Theory analyzes the impact of both race and gender on Black girls in society. This study is important because increasing access and equity in STEM is a national concern referred to as the STEM crisis (Nasereddin, Clark, & Konak, 2014). The gap in STEM achievement mirrors the overall gap in academic achievement between Whites and minorities (Olszewski-Kubilius, Steenbergen-Hu, Thomson, & Rosen 2017). Furthermore, Black women are underrepresented in STEM careers (Price, 2010). The reasons for this inequity can be found by using Critical Race Theory (CRT) and Intersectionality Theory as lenses in which K-8 educational systems and structures as it pertains to Black girls in STEM is analyzed. Findings will be used to support the ongoing need for structural changes to increase equity in K-8 STEM education. Identifying structural changes that have been effective in increasing Black students exposure to STEM opportunities as well as achievement is critical in narrowing the opportunity gap currently found in K-8 STEM education and essentially the STEM workforce.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Natalie Coleman, accepted the attached license on 2021-04-05 at 08:09.","The student, Natalie Coleman, submitted this Dissertation for approval on 2021-04-05 at 08:17.","This Dissertation was approved for publication on 2021-04-14 at 08:23.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16235 on 2021-09-16 at 16:40:29","Made available in DSpace on 2021-09-17T01:10:40Z (GMT). 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