Identifying structural changes made by district leadership to increase equity in STEM for Black girls

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Coleman, Natalie

Contributors dc:contributor

• Welton, Anjale
• Alexander, Kern
• Kalantzis, Mary
• Herrmann, Mary Beth

• STEM
• District Leadership
• Black Girls
• Critical Race Theory

Statement dc:rights

• Copyright 2021 Natalie Coleman

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/110436

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/110436