Valuing the "everyday" practices of African American students K-12 and their engagement in STEM learning: A position


This article is a call to the research community to look again at the "everyday" or communitybased meaning-making practices-ways of seeing, knowing, talking acting, valuing representing-that African American students K-12 use routinely in navigating everyday life out of school and how these relate to learning and achievement in science and mathematics in school. Furthermore, the author asserts that research of this kind will have broader impacts by providing new ways of understanding the linguistic, intellectual, social, emotional, and experiential resources that facilitate STEM learning and academic achievement of African American students K-12. © The Journal of Negro Education, 2011.

Publication Title

Journal of Negro Education

This document is currently not available here.