Unlocking STEM Pathways: Revealing STEM Choices and Science Teachers Empowering Black Queer Students
Document Type
Article
Journal/Book Title/Conference
Education Sciences
Author ORCID Identifier
Arsene Frederic Jr. https://orcid.org/0009-0001-5917-2769
Mario I. Suárez https://orcid.org/0000-0001-6008-1664
Jason C. Garvey https://orcid.org/0000-0003-1167-9090
Volume
14
Issue
11
Publisher
MDPI AG
Publication Date
11-15-2024
Journal Article Version
Version of Record
First Page
1
Last Page
18
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
Despite efforts to address racial disparities in STEM fields, little attention has been paid to the experiences and aspirations of queer and trans Black (QT Black) students in grades K-12. This study explored whether there were any significant differences in the choice of STEM majors between QT Black students and non-QT Black students. We found that Black QT students are less likely to choose STEM majors. Additionally, we found significant differences in science teachers’ perceptions of teaching, comparing between QT Black and non-QT Black students. Finally, we found that several factors predicted science-teacher perception of collective responsibility, perceptions of content professional learning community (PLC), self-efficacy, perception of content teacher expectations, and perceptions of principal support for teachers of QT Black and non-QT Black students. Implications for research and practice are discussed.
Recommended Citation
Frederic Jr., A.; Fitzgerald-Russell, M.; Shelton, W.; Suárez, M.I.; Garvey, J.C. Unlocking STEM Pathways: Revealing STEM Choices and Science Teachers Empowering Black Queer Students. Educ. Sci. 2024, 14, 1254. https://doi.org/10.3390/educsci14111254
