Revolutionary STEM Education - Critical-Reality Pedagogy and Social Justice in STEM for Black Males

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students' real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP.
Sims' lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.

List of contents

Preface - Acknowledgements - Do it for the culture - Male aptitudes nurtured for unlimited potential - Cutting straight the truth: Interrogating White supremacist-based racism's role in perceptions of Black maleness - Standing in the gap: Black boys and STEM - Changing the game: The role of critical contextualization and socio-academic synergy in developing STEM identities - Showing out: Developing competencies in STEM and beyond - STEM for good: Creating socio-academic synergy for the development of socially just applications of STEM - Love conquers fear: The efficacy of critical-reality pedagogy at MAN UP - It takes a village: Highlighting the indispensability and strength of the three-fold cord - The revolution will be digitized - Final consideration (Epilogue) - Appendix A: Pre/post identification survey - Appendix B: Manhood survey and rhetorical analysis concept inventory - Appendix C: MAN UP yearend program satisfaction survey (YPSS) - Appendix D: Teacher interview questions - Appendix E: Yearend focus group and individual interview prompts - Index.

About the author

Jeremiah J. Sims, Director of Equity for the College of San Mateo, was born in Oakland and raised in Richmond, California. As a result of his own life experiences, Jeremiah has devoted his career to the pursuit and ultimate realization of educational equity for hyper-marginalized students. Jeremiah is an alumni of the University of California, Berkeley where he earned a B.A. in rhetoric, with honors, as well as an M.A. and Ph.D. in education. Jeremiah has contributed to research that details the efficacy of a critical-reality pedagogical approach to STEM education as well as education, writ large.

Report

"Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males explores the complex relationships between learning processes, student identity development, and deep equity-focused work in an out-of-school STEM learning environment focused on Black boys. Jeremiah J. Sims provides a comprehensive view of how the MAN UP program supports Black male youth's learning of STEM concepts, STEM identity development, and understandings of how to use STEM to affect social change in their communities, filling a sore gap in the equity-focused STEM education literature. Teacher educators and teachers (both preservice and inservice) will find the book useful for use in methods courses, professional development sessions, or professional learning communities (PLCs) to engage in teacher learning about equity-focused STEM teaching and learning; the examples of teacher-student and student-student interactions, along with guiding questions at the end of each chapter, will undoubtedly spur conversations and lesson ideas."-Tia Madkins, Assistant Professor, Department of Curriculum and Instruction, University of Texas, Austin

Product details

• Authors: Jeremiah J. Sims
• Assisted by: M. Cathrene Connery (Editor), Greg S. Goodman (Editor)
• Publisher: Peter Lang
• Languages: English
• Product format: Paperback / Softback
• Released: 31.05.2018
• EAN: 9781433157608
• ISBN: 978-1-4331-5760-8
• No. of pages: 30
• Dimensions: 150 mm x 225 mm x 13 mm
• Weight: 347 g
• Illustrations: 1 Abb.
• Series: Educational Psychology; Educational Psychology
• Subject: Humanities, art, music > Education