Index
ISBN: 978-1-80117-731-3, eISBN: 978-1-80117-730-6
ISSN: 1479-3644
Publication date: 17 August 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Robins, A.G., Knibbs, L., Ingram, T.N., Weaver, M.N. and Hilton, A.A. (Ed.) Young, Gifted and Missing (Diversity in Higher Education, Vol. 25), Emerald Publishing Limited, Leeds, pp. 189-194. https://doi.org/10.1108/S1479-364420220000025015
Publisher
:Emerald Publishing Limited
Copyright © 2022 Anthony G. Robins, Locksley Knibbs, Ted N. Ingram, Michael N. Weaver Jr. and Adriel A. Hilton. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic identity
, 166–167
Achievement gap
, 12
Acknowledging, knowing, understanding, valuing, and applying (AKUVA)
, 103
ACT prep program
, 29–30
Advanced Placement (AP)
, 91, 172
Affect
, 104
Affirmative Action
, 94
African American males. See also Black males
, 2, 54, 117, 183
academic achievement
, 92–93
critical factors for
, 54–55
participants
, 65
students
, 68–69
African Americans
, 67, 120–121
American Educational Research Association
, 90–91
American K-12 education system
, 164
American Psychological Association
, 90–91
Assessment Toward Motivation Mastering STEM (ATOMMS)
, 15–18
“Asset” based model
, 166–167
Authenticity
, 105
Barbershop computing
, 141
Between-school sorting
, 175
Bias and men
, 93
Black academics
, 160
Black boys
, 38, 100–101
findings
, 43–47
literature review
, 39–43
Black culture
, 185
Black girls
, 38
Black Lives Matter protests
, 79
Black males
, 25, 66, 100–101, 131, 164
data analyses
, 28
data collection
, 27–28
faculty
, 146–147
findings
, 29–32
funding
, 34
in high school
, 184
identity
, 166–167
literature review
, 24–26
participant selection
, 28
purpose and research question
, 24
race
, 175
recommendations for practice
, 33–34
research design
, 26–27
researchers’ positionalities
, 27
science and hip-hop for
, 102–103
selection criteria
, 27
Stanton Academy
, 27
in STEM classes and careers
, 131–132
students
, 24
teachers
, 119–123
Black philanthropy
, 74
advancement
, 81–82
advancement and black philanthropic behaviors
, 76–77
barriers black men face in attaining STEM degrees
, 77–79
utilizing philanthropy to promote STEM education
, 79–81
W. E. B. Du Bois’s Talented Tenth framework
, 74–76
Black poverty, inheritance of
, 89
Black professionals
, 130
Black Student Union (BSU)
, 3
Black students
, 131
Black tax
, 155–156
Black youth
, 101–102
Brain-based learning (BBL)
, 120
Bringing Attention to Transforming Teaching Learning and Engagement in Science (B. A. T. T. L. E. S.)
, 109
Career academy participation
, 25–26
Career and technical education (CTE)
, 184
Career readiness
, 30
Central City
, 41–43
Central City School District (CCSD)
, 41–42
Central Elementary
, 42
Children’s behavior, differences in
, 176
Coding
, 59
Cogenerative dialogues
, 106
College readiness
, 30, 93, 173
Communalism
, 104
Communities of practice (CoP)
, 56–57
Competition
, 107–108
Comprehensive mattering
, 49
COMPUGIRLS curriculum
, 137
Computer science (CS)
, 65, 131
Computing
, 137
Computing Research Association (CRA)
, 57–58
Computing sciences
, 66–67
Constant comparison analysis
, 28
Content
, 107
Context
, 107
Correlations
, 3–4
between grit and academic achievement scores
, 4–5
Corroboration
, 60
Cosmopolitanism
, 106–107
Coteaching
, 106
Counter-storytelling
, 43, 124
Course-taking patterns
, 172
Coursework
, 30–31
Credibility
, 60
Critical discourse analysis (CDA)
, 152
Critical race theory (CRT)
, 116, 123, 184
Cultural compatibility hypothesis
, 104–105
Cultural congruence
, 105
Cultural engagement
, 39
Cultural taxation (CT)
, 147
Cultural training pedagogy
, 122–123
Culturally responsive computing (CRC)
, 137, 185–186
Culturally sensitive pedagogy
, 104–105
Culturally sustaining pedagogy
, 104–105
Culture
, 123–124
classes
, 40–41
Curation
, 108
Davis’ Office of Development and Alumni Relations (DEVAR)
, 79
“Deficit” model
, 166–167
Dehumanization process
, 100–101
DIGITAL innovator
, 132
Digital Youth Divas program
, 137
Discourse analysis
, 152
Discovery Research Education for African American Men in STEM (DREAMS)
, 118
K-12 instruction
, 118
Distortions
, 60
Diversity, equity, and inclusion (DEI)
, 79, 119
Diversity initiatives
, 146
Diversity talk
, 146–147
Diversity walk
, 146–147
“Do Now” Activity
, 116–117, 124
Donor engagement
, 82
Dual enrollment programs
, 172
E-textiles
, 137
Education
, 137
debt
, 120
Educational system
, 100–101
Educational Testing Services (ETS)
, 13
Edutopia
, 139–140
Elementary students
, 38–39
Employee engagement
, 146
Engineers
, 31–32
Entire employee experience (EEX)
, 159
Equity
, 116, 135
ethic framework
, 138–139
Eurocentric paradigm
, 100–101
Exceptional Children’s Program (EC Program)
, 168
Expressive individualism
, 104
Expulsions
, 174
Familial nurturing
, 63–64
Flickr
, 130
Full Option Science System (FOSS)
, 42
Gary Earl Grice
, 125
Gender
, 131
Google
, 130
Grade point average (GPA)
, 80
Green, Kevin
, 132–133
Grit
, 2
academic achievement scores
, 5–7
data analyses
, 3–4
limitations
, 7–8
methods
, 3
results
, 4–6
scores
, 3–4
Grittier individuals
, 2
Harmony
, 104
Health sciences
, 14–15
High schools
, 24, 131
Higher-level courses, limited access to
, 172–173
Hip-Hop
Cultural Competence
, 105
Scientists
, 125
Hip-hop development (HHD)
, 100, 103, 105
Historically Black colleges and universities (HBCUs)
, 17–18, 33, 40–41, 94–95, 185
Homework gap
, 136
Human resources (HR)
, 146
Human resources management (HRM)
, 146
Hype-Fun-Learn
, 105
Identity
, 38–40
development
, 56, 167
Implicit bias of teachers
, 173–174
Indirect data-gathering methods
, 26–27
Institute of Education Sciences (IES)
, 17
Intergenerationality
, 105
International Baccalaureate (IB)
, 172
Intersectional theory (IT)
, 116
Interventions
, 13–14
educational
, 13–14
intervention
, 16
STEM
, 12
Interview protocol
, 58–59
“Invisible” labor
, 147
Item response differences by gender and race
, 148–152
K-12 education system
, 54
Lachney, Mike
, 133–134
Landmark theoretical model
, 104–105
Language impairments (LIs)
, 168
Layering programs
, 29–30, 184
Learning
, 123–124
Light Amplification by Stimulated Emissions of Radiation (LASER)
, 132
Male seasoning
, 100–101
Marginal mattering
, 49
Massachusetts Institute of Technology (MIT)
, 125
Mathematics
, 120, 135
Media accountability
, 121
Medical science
, 14
Mentors
, 67–68
Minority serving institutions (MSIs)
, 95
Movement
, 104
Multifaceted mentorship
, 64–65
in computing
, 67
National Academy Foundation (NAF)
, 26–27
National Assessment of Educational Progress (NAEP)
, 136
National Center for the Advancement of Translational Sciences (NCATS)
, 14
National Council on Measurement in Education
, 90–91
National Institute of Health (NIH)
, 14
translational research framework
, 14, 17
National Science Foundation (NSF)
, 13, 183–184
National Science Teachers Association (NSTA)
, 170
Next Generation Science Standards
, 42
No Child Left Behind ACT of 2002
, 92
Nonexistent Adultism
, 105
Oklahoma State University (OSU)
, 82
Orality
, 104
Ordinary least squares regression
, 3–4
Parental nurturing
, 63–64, 66
Partial mattering
, 49
Perceptions of people or objects
, 121–122
Personal bias statements
, 132
Philanthropic investment
, 74, 76, 84
PK-20 contexts
, 118
Positionality
, 60
Positive identification
, 120
Positive peer interactions and modeling
, 61–63
Pre-K developmental screenings devoid of culture
, 168–169
Predominantly white institutions (PWI)
Predominantly white institutions (PWIs)
, 3, 15, 33, 55, 146, 183
Preschool programs
, 168, 174–175
Princeton Review
, 90
Principles of Psychology, The (James)
, 16
Private tutoring
, 136
Program for International Student Assessment (PISA)
, 134
Public school
, 100–101
Qualitative study
, 185–186
Race
, 131
Racial battle fatigue
, 147
Racial gap in school suspension
, 175–176
Ransaw, Theodore
, 132
“Ratchetdemic” educator
, 110–111
Reality pedagogy (RP)
, 100, 103
theory and practice 4 STEM connectedness and discovery among black males
, 105–110
Reliability
, 60
Research model
, 183–184
Retrieval
, 16–18
Role models
, 117, 121
Samuel Merritt University (SMU)
, 81
Nursing Workforce Diversity grant
, 81
Sanctuary city
, 41
Sandia National Laboratories
, 132
Scholastic Aptitude Test (SAT)
, 91
School composition, changes in
, 175–176
School personnel
, 34
Science, mathematics, engineering, and technology (SMET)
, 134
Science, technology, engineering, and mathematics (STEM)
, 2, 54, 100, 119, 123–124, 130, 146, 164, 183
barriers black men face in attaining STEM degrees
, 77–79
barriers to black males’ success in
, 167–174
career pathways
, 24–25
case for more intervention studies in STEM education research
, 12–19
college to STEM pipelines
, 118–126
contributions
, 186
conversation
, 164
curriculum
, 101–102
disciplines
, 2
drivers of school discipline and suspensions
, 174–176
early childhood experiences in
, 170–171
early childhood focus on
, 170–172
education
, 24, 164
fields
, 74
historical contributions of black males engaged in
, 165–166
identity
, 55, 65
lack of early exposure to STEM curriculum
, 169–170
learning
, 40
professions
, 39, 88
strategies to engage minority males in
, 176–177
utilizing philanthropy to promote STEM education
, 79–81
Science education
, 100–101
for black boys
, 39–41
Science Genius
, 108–110, 185
Self-concept
, 56, 65–66
Self-efficacy
, 65–66
Self-regulated learning
, 18
Self-regulation
, 18
Service
, 155–156
Short Grit Scale
, 3
Smartphones
, 139–140
Social action
, 125–126
Social Economic Status (SES)
, 134
Social emotional learning
, 18
Social equity
, 146–147
Social justice
, 125–126
Social science scholars
, 56
Social time perspective
, 104
Socialization process
, 62–63, 67
Sociocultural cognitive theory
, 103
Specific trait anxiety
, 88
Spirituality
, 104
St. Charles Aeronautics Team (SCAT)
, 132
Standardized tests
, 91
Stanton Academy
, 27, 29–31, 33
Stanton Engineering Academy
, 27
STEMfluences
, 55
CoP
, 56–57
data analysis
, 59
data collection
, 58–59
limitations and future research
, 69–70
participant selection
, 57–58
positionality
, 60
results
, 61–65
study design
, 57
validity
, 59–60
VSI
, 56
Stereotype threat (ST)
, 18
Storytelling
, 184
Students from underrepresented communities (SURC)
, 12
Suspensions
, 174–176
t-tests
, 3–4
Talent centered education leadership (TCEL)
, 157, 160, 186
item response differences by gender and race
, 148–152
method
, 147–148
qualitative results
, 152–160
results
, 148–160
“Talented Tenth” of race
, 74
Teacher education
, 39
Test anxiety
, 88, 90, 185
Test bias
, 90–91, 185
Testing, significance of
, 91–93
Testing effect. See Retrieval
Themes
, 59
Traditionally White institutions (TWIs)
, 94–95
Transformative teaching and engagement
, 103
Translational research
, 14
framework of National Institute of Health
, 14, 19
TRS-80
, 132
United Negro College Fund (UNCF)
, 118
US National Academy’s National Research Council
, 13
Validity
, 59–60
Verve
, 104
Viable social identity (VSI)
, 56
W.E.B. Du Bois’s Talented Tenth framework
, 74, 76, 185
Weekly Adrenaline Rush of Mastery experience (WARM experience)
, 19
Wells Fargo
, 130
White males
, 54
Zero-tolerance policies
, 175
- Prelims
- Measuring Grit as a Predictor of Academic Success Among African American Male Students in STEM Programs at Predominantly White Institutions in Western Pennsylvania
- Toward a Solutions Approach to the Problem of Black Underrepresentation in STEM
- Layering Programs: Career Academies as a Plausible Intervention to Increase the Representation of Precollegiate Black Males in STEM
- “He Probably Won't Go to College”: Using Storytelling to Illustrate How Black Boys Use Their Science Knowledge to Challenge Deficit-Based Teacher Dispositions
- STEMfluences: The Role of Social Interaction and Scientific Identity Formation in the Successful Matriculation of African American Males in STEM
- Revisiting W.E.B. Du Bois' Talented Tenth Framework to Create Equity in Education: How Black Philanthropy Can Assist in Leveling the Playing Field in STEM Education
- The Impact of Test Anxiety and Test Bias on the Absence of African American Males in STEM
- Cultivating Science Genius Through Hip-Hop Development and Reality Pedagogy
- What If LeBron James Was a Scientist? The Influence of Role Models on Black Male Youth in STEM Programs
- The Black Code: Employing Culturally Responsive Computing to Help Black Males Thrive in STEM Careers
- Using Talent Centered Education Leadership to Create Equitable and Inclusive Workplaces for Black Male Faculty in Engineering
- Moving Toward an Equitable Approach to STEM Education for Minority Males
- Conclusion
- Index