Culturally Responsive Mentoring and Instruction for Middle School Black Boys in STEM Programs
Links to Fileshttp://journalofafricanamericanmales.com/wp-content/uploads/2020/09/Davis-Allen-2020-Culturally-Responsive-Instruction-for-Black-Boys.pdf
MetadataShow full item record
Type of Work16 pages
Citation of Original PublicationJulius Davis and Keisha McIntosh Allen, Culturally Responsive Mentoring and Instruction for Middle School Black Boys in STEM Programs, Journal of African American Males in Education Fall 2020- Vol. 11 Issue 2, http://journalofafricanamericanmales.com/wp-content/uploads/2020/09/Davis-Allen-2020-Culturally-Responsive-Instruction-for-Black-Boys.pdf
RightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Black boys and men are underrepresented in science, technology, engineering, and mathematics (STEM) fields of study and careers. In response to this problem, scholars and practitioners have created programs with same-race and same-gender mentoring components to increase Black men's presence in STEM fields. Most of the research on culturally responsive mentoring for Black boys have focused on programs in school settings. Drawing from a larger mixed-methods study, we use culturally responsive pedagogy and a youth mentoring theory to study out-of-school STEM programs for Black boys. Findings show that building meaningful relationships and interconnected culturally responsive mentoring and instruction are two important themes in successful STEM mentoring programs for Black boys. The study results expand the existing literature by providing insight into culturally responsive mentoring programs for Black boys in out-of-school settings and STEM spaces.