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Welcome to the ITEST Resource Library
The curricula, instruments, and publications included in this library were submitted by ITEST projects and are relevant to the work of the NSF ITEST Program. Use the filters to the right to find relevant materials. A PDF and/or URL to the original resource are included within the resource description whenever possible. In some cases, full text publications are located behind publishers’ paywalls and a fee or membership to the third party site may be required for access.
Please note: permission for the use of instruments must be requested through the publisher or author listed in each entry, and cannot be granted by STELAR.
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71 - 80 of 889
Critical consciousness and career development among urban youth
Publications This study explored the role of critical consciousness as a key factor in predicting progress in career development among urban high school students. Critical consciousness, or the capacity to recognize and overcome sociopolitical barriers, was operationalized through sociopolitical analysis and sociopolitical control. Canonical correlation analysis indicated a statistically significant relationship between critical consciousness and progress in career development, which was supported by estimates of effect size, for a sample of 220 urban adolescents. Participants with greater levels of
Culturally relevant pedagogy 2.0: aka the remix
Publications In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity
From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Publications The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the “education debt” that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of national debt—which she contrasts with that of a national budget deficit—to argue the significance of the
Enhancing Engineering Identity Among Boys of Color
Publications lack and Brown men continue to be underrepresented in engineering. One explanation for the dearth of Black and Latino men in engineering is that engineering (and STEM) identity often is not inclusive of People of Color. As a result, Black and Brown boys may be less likely to become interested in STEM subjects. The purpose of this study, then, was to investigate how the components of one afterschool engineering program tap into engineering identity formation among fourth- and fifth-grade Black and Brown boys. Leveraging research on the STEM and engineering identity, we argue that the program
Photovoice: Visualizing the engineering identity experiences of sophomore students
Publications Background: Rearchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some insti- tutions, less has been published on the impacts of these interventions on the sophomore student experience. Purpose: To contribute to the knowledge base about all engineering students, we examined the experiences of
Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships
Publications Researchers and practitioners of family engagement have long called for a move beyond conventional deficit-based family-school partnerships. In response, a burgeoning movement in the field has sought to identify and enact new forms of collaboration with nondominant families and communities, in terms of both change-making and the process of research itself. In this article, we bridge the fields of family engagement and design-based research to conceptualize and illustrate a solidarity-driven process of partnership undertaken with families and communities of color, educators, and other
We Tell These Stories to Survive: Towards Abolition in Computer Science Education
Publications Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science educa- tion is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but
Recasting Families and Communities as Co-Designers of Education in Tumultuous Times
Publications In a national moment of political tumult and violence directed at immigrants, people of color, and other marginalized groups, our education systems need new strategies to mean- ingfully engage families and communities in ensuring equitable learning for our youth. Not only do families and communities bring historical and lived knowledge about how to persist through these challenges, they can also bring critical expertise in how to advance educational justice and community well-being. In these difficult times, or perhaps because of them, we have found evidence of justice-based approaches to
Moving Beyond the Boat without a Paddle: Reality Pedagogy, Black Youth, and Urban Science Education
Publications Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy-reality pedagogy-which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can be implemented; and show how they can both support the effectiveness of urban science teachers and
Mentoring Roles in an Afterschool STEM Mentoring Program: An Investigation of Why Mentors Enact Different Roles
Publications The purposes of this study were to describe the roles mentors enacted as part of an afterschool STEM program and how those roles varied across three sites and to explain those differences. Design: We used a comparative case study design. We collected data primarily from interviews with program mentors and observations of the sessions. Findings: We found the mentors played four roles, depending on the school site: teachers, friends, support, and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible