The growing concern for providing access to science careers for African-American men has lead to many programs that attempt to provide students’ access to high end science education. We conducted a year-long study of one organization’s attempt to understand the challenges of teaching science in urban context. We monitored how the school’s leadership designed and implemented a STEM charter school for boys. The results of the study highlighted how the school’s design and implementation was build upon some myths associated with how race and culture impact education. Through pre-and-post year surveys and interviews, we were able to document the leadership’s changing perspective on race, culutre, and the teaching of science. 3 primary changes occured: (1) First, the school changed their assumptions about professional development. They originally believed that providing professional development about how to teach boys of color would suffice in preparing their teachers. This belief changed to incorporate a belief that PD, curriculum, and highly skilled teachers was a necessary factor for success. (2) Second, the school believed that they need black male science teachers to achieve success. This view shifted towards a perspective the valued quality science teaching. (3) Third, the leadership was initially optimistic about a need to rely on parents to promote success. After the year’s end, the team grew more focused on controlling what happened within the walls of the school. For More information, read below:
