Credits, References, and Resources

References

Actua’s Anti-Racism in STEM https://exchange.actua.ca/traininglist/training_en/antiracism

Aderibigbe, T,  Kyaw, P, Loewith, H. Tristan, S (2022).  Black Youth Representation in STEM: Barriers and Strategies. University of Toronto. 

Adams, J. D (2022) Manifesting Black Joy in in science learning. Cult Stud of Sci Eduction 17, 199–209. Retrieved from  https://doi.org/10.1007/s11422-022-10114-7    

Burbanks, M.S,  I., Shockley, K. G., & LeNiles, K. (2020,). The need for African centered education in STEM programs for black youth: Published in Journal of African American   Males in Education (JAAME). Journal of African American Males in Education (JAAME). Retrieved fromhttps://jaamejournal.scholasticahq.com/article/18091-the-need-for-african-centered-education-in-stem-programs-for-black-youth 

Caragata, L. (2008). Daily Struggles: The Deepening Racialization and Feminization of Poverty in Canada, edited by Maria Wallis and Siu-ming Kwok.

Daniel Dalessandro, “Fostering Engagement in the Science Class Using Culturally Relevant and Responsive Pedagogy,” 2017, https://tspace.library.utoronto.ca/handle/1807/76974.

Do, D. (2020)). Canada’s Black population: Education, labour and resilience. https://www150.statcan.gc.ca/n1/pub/89-657-x/89-657-x2020002-eng.htm 

Eight Good Practices for Organizations Serving Black Youth & Their Families. (2018). Youth   Research and Evaluation EXchange.     https://youthrex.com/evidence-brief/eight-good-practices-for-organizations-serving-black-youth-their-families/

Eight Best Practices for Extracurricular Literacy Programming for Black, Racialized, and Low-Income Youth. (2021). Youth Research and Evaluation EXchange. https://youthrex.com/evidence-brief/eight-best-practices-for-extracurricular-literacy-programming-for-black-racialized-and-low-income-youth/

Fordham University study analyzes barriers students of color experience in STEM education. (2018) The Journal of Blacks in Higher Education. https://www.jbhe.com/2018/10/fordham-university-study-analyzes-barriers-students-of-color-experience-in-stem-education/ 

Great Schools Partnership. (2015). Hidden Curriculum. The Glossary of Education Reform. https://www.edglossary.org/hidden-curriculum/

Grace-Edward Galabuzi, “Social Exclusion: Socio-economic and Political Implications of the Racialized Gap,” Chapter 5 in “Daily Struggles: The Deepening Racialization and Feminization of Poverty in Canada” edited by Maria A. Wallis and Siu-Ming Kwok. Canadian Scholars, (2008): 85.

Honey, M. (Ed.). (2013). Design, Make, Play: Growing the Next Generation of STEM Innovators (1st ed.). Routledge. https://doi.org/10.4324/9780203108352

Lane, T. B., & Id-Deen, L. (2023). Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs. Urban Education, 58(6), 1298–1326. https://doi.org/10.1177/0042085920926225

Perry. L. B, Link, T,  Boelter, C & Leukefeld, C (2012) Blinded to science: gender differences in the effects of race, ethnicity, and socioeconomic status on academic and science attitudes among sixth graders, Gender and Education, 24:7, 725-743, DOI: 10.1080/09540253.2012.685702

Polman, J. L., & Miller, D. (2010). Changing Stories: Trajectories of Identification Among African American Youth in a Science Outreach Apprenticeship. American Educational Research Journal, 47(4), 879–918. http://www.jstor.org/stable/40928358

Strong, L., Adams, J. D., Bellino, M. E., Pieroni, P., Stoops, J., & Das, A. (2016). Against Neoliberal Enclosure: Using a critical transdisciplinary approach in science teaching and learning. Mind, Culture, and Activity, 23(3), 225–236. https://doi.org/10.1080/10749039.2016.1202982

Seven Promising Practices for Developing Supports for Black Parents/Caregivers. (2022).  Youth Research and Evaluation EXchange. https://youthrex.com/evidence-brief/seven-promising-practices-for-developing-supports-for-black-parentscaregivers/

Singer, A, Montgomery, G, Schmoll, S (2020). How to foster the formation of STEM identity: studying diversity in an authentic learning environment. International Journal of STEM Education. 7. 10.1186/s40594-020-00254-z. 

Scott, M. T. (2014). Using the Blooms–Banks Matrix to Develop Multicultural Differentiated Lessons for Gifted Students. Gifted Child Today, 37(3), 163-168. https://doi.org/10.1177/1076217514532275

Thevenot, T (n.d) , “Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students.”  https://doi.org/10.33682/bhr8-6z56

Black Youth in STEM Workbook


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