'I'll Do Some Soul Searching': Navigating a Black Student-Teacher Relationship within the Sociopolitical Terrain of Urban Science Education
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| Title: | 'I'll Do Some Soul Searching': Navigating a Black Student-Teacher Relationship within the Sociopolitical Terrain of Urban Science Education |
|---|---|
| Language: | English |
| Authors: | Katherine Wade-Jaimes (ORCID |
| Source: | Urban Education. 2025 60(10):2800-2837. |
| 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: | 38 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | African American Teachers, African American Students, Middle School Students, Middle School Teachers, Teacher Student Relationship, Science Education, Urban Education, Grade 7, Test Coaching, Science Fairs, Equal Education, Teacher Placement |
| DOI: | 10.1177/00420859241293079 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | Using a multitiered framework, embedded in anti-Blackness, this qualitative case study centers a Black woman teacher and Black girl who were subjugated to multiple layers of oppression in a middle school science classroom. Findings revealed that systemic pressures, like standardized testing and school choice, hindered genuine learning. The teacher-participant felt compelled to prioritize test preparation over holistic education and noted how the science fair exacerbated racial inequities while midyear teacher reassignments fractured student-teacher relationships. This study underscores the need to name sociopolitical and historical factors to address structural and systemic inequities in urban science education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482664 |
| Database: | ERIC |
| Abstract: | Using a multitiered framework, embedded in anti-Blackness, this qualitative case study centers a Black woman teacher and Black girl who were subjugated to multiple layers of oppression in a middle school science classroom. Findings revealed that systemic pressures, like standardized testing and school choice, hindered genuine learning. The teacher-participant felt compelled to prioritize test preparation over holistic education and noted how the science fair exacerbated racial inequities while midyear teacher reassignments fractured student-teacher relationships. This study underscores the need to name sociopolitical and historical factors to address structural and systemic inequities in urban science education. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859241293079 |
