Developing STEM Teacher Leaders for Urban Contexts: Accelerating STEM Learning Opportunities for Black and Brown Youth
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| Title: | Developing STEM Teacher Leaders for Urban Contexts: Accelerating STEM Learning Opportunities for Black and Brown Youth |
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| Language: | English |
| Authors: | Christopher C. Jett (ORCID |
| Source: | School-University Partnerships. 2025 18(3):334-350. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1852889 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Partnerships in Education, College School Cooperation, School Community Programs, STEM Education, Secondary School Teachers, Teacher Leadership, Leadership Role, Urban Schools, Leadership Training, Minority Group Students, Blacks, African American Teachers, African American Students, Females, Womens Education, Inclusion, Mentors, Peer Influence |
| DOI: | 10.1108/SUP-02-2025-0007 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: This article discusses a Research-Practice Partnership (RPP) between an urban research university, two local school districts, and community-based science, technology, engineering, and mathematics (STEM) organizations designed to develop and retain 26 STEM teacher leaders. More specifically, it delves into the experiences of five exemplary secondary mathematics and science teachers who have assumed prominent leadership roles. Design/methodology/approach: Using the case study methodological approach, this article explores the following research question--In what ways are STEM teachers positioned to take up leadership roles within urban schools, districts, and communities? Findings: The findings reveal that the five participants leveraged previous experiences as inspiration to lead within the field of education, assumed various roles beyond STEM teaching for holistic child development, and recognized the importance of mentorship and peer support in their journeys toward leadership. Originality/value: This article provides information about a program to prepare STEM teacher leaders in urban contexts. A value is its asset-based framing of urban schools and Black and Brown students. Recommendations for practice and implications for future work are shared to support STEM teacher leaders so that they can thrive in urban contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502128 |
| Database: | ERIC |
| Abstract: | Purpose: This article discusses a Research-Practice Partnership (RPP) between an urban research university, two local school districts, and community-based science, technology, engineering, and mathematics (STEM) organizations designed to develop and retain 26 STEM teacher leaders. More specifically, it delves into the experiences of five exemplary secondary mathematics and science teachers who have assumed prominent leadership roles. Design/methodology/approach: Using the case study methodological approach, this article explores the following research question--In what ways are STEM teachers positioned to take up leadership roles within urban schools, districts, and communities? Findings: The findings reveal that the five participants leveraged previous experiences as inspiration to lead within the field of education, assumed various roles beyond STEM teaching for holistic child development, and recognized the importance of mentorship and peer support in their journeys toward leadership. Originality/value: This article provides information about a program to prepare STEM teacher leaders in urban contexts. A value is its asset-based framing of urban schools and Black and Brown students. Recommendations for practice and implications for future work are shared to support STEM teacher leaders so that they can thrive in urban contexts. |
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| ISSN: | 1935-7125 2833-2075 |
| DOI: | 10.1108/SUP-02-2025-0007 |
