Culturally Sustaining STEM Narratives: Linking STEM Media Literacy to the Legacy of Brown v. Board.
Saved in:
| Title: | Culturally Sustaining STEM Narratives: Linking STEM Media Literacy to the Legacy of Brown v. Board. |
|---|---|
| Authors: | Edouard, Kareem1 (AUTHOR) |
| Source: | Journal of Negro Education. Summer2024, Vol. 93 Issue 3, p420-432. 13p. |
| Subject Terms: | *Brown v. Board of Education of Topeka, *Media literacy, *Culturally relevant education, *Affirmative action programs in education, Self |
| Abstract: | This article examines the critical role of representation in STEM (science, technology, engineering, and mathematics) media for Black children, tracing its historical roots to the Clark doll experiment and the Brown v. Board of Education case, which highlighted how racialized portrayals affect Black children's self-worth and identity. It emphasizes the importance of culturally sustaining pedagogy and STEM media literacy practices that empower Black youth to critically engage with and reshape STEM narratives, fostering strong STEM identities and equitable participation. The article highlights characters like King T’Challa (Black Panther), Moon Girl, and Princess Shuri as examples of positive representation that inspire Black students by connecting cultural heritage with STEM excellence. Ultimately, it calls for systemic changes in STEM education and media to create inclusive environments where Black children can see themselves as innovators and leaders, thereby promoting diversity and equity in STEM fields. [Extracted from the article] |
| Copyright of Journal of Negro Education is the property of Howard University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article examines the critical role of representation in STEM (science, technology, engineering, and mathematics) media for Black children, tracing its historical roots to the Clark doll experiment and the Brown v. Board of Education case, which highlighted how racialized portrayals affect Black children's self-worth and identity. It emphasizes the importance of culturally sustaining pedagogy and STEM media literacy practices that empower Black youth to critically engage with and reshape STEM narratives, fostering strong STEM identities and equitable participation. The article highlights characters like King T’Challa (Black Panther), Moon Girl, and Princess Shuri as examples of positive representation that inspire Black students by connecting cultural heritage with STEM excellence. Ultimately, it calls for systemic changes in STEM education and media to create inclusive environments where Black children can see themselves as innovators and leaders, thereby promoting diversity and equity in STEM fields. [Extracted from the article] |
|---|---|
| ISSN: | 00222984 |
