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Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life

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Title: Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life
Language: English
Authors: Tesha Sengupta-Irving (ORCID 0000-0001-6488-5846), Lara Schiffrin-Sands
Source: Urban Education. 2025 60(4):925-959.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: STEM Education, Art Education, Middle Schools, Principals, Educational Change, Administrator Attitudes, Neoliberalism, African American Students, Culturally Relevant Education, African American Culture, Cultural Capital
DOI: 10.1177/00420859231170636
ISSN: 0042-0859
1552-8340
Abstract: This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals' retrospective and prospective accounts, conveyed in interviews (n = 9), are dominated by neoliberal paradigms and seldom reflect Black families' everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471982
Database: ERIC
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  Data: Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life
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  Data: <searchLink fieldCode="AR" term="%22Tesha+Sengupta-Irving%22">Tesha Sengupta-Irving</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6488-5846">0000-0001-6488-5846</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lara+Schiffrin-Sands%22">Lara Schiffrin-Sands</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2025 60(4):925-959.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/00420859231170636
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  Data: This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals' retrospective and prospective accounts, conveyed in interviews (n = 9), are dominated by neoliberal paradigms and seldom reflect Black families' everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exercise in Black specificity, we propose Black Futurity STEAM as an alternative reform imaginary that centers the creative impulses and capacities of Black children and cultural life in disciplinary learning.
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        PageCount: 35
        StartPage: 925
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Neoliberalism
        Type: general
      – SubjectFull: African American Students
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: African American Culture
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      – SubjectFull: Cultural Capital
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      – TitleFull: Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life
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