African American Women

and Science
Tracy Avery
Megan Mekinda
Elizabeth Stark

Poster Session
March 17, 2009

A Summary of Needs Analysis

Why is science important?
Science achievement closely tied to higher SES

(Jencks & Phillips, 1998)

Why arent women succeeding?

Design focuses on issues of low science self-efficacy (AAUW, 1992;
Olszewski-Kubilius & Turner, 2002; Lee, 1998)

Why arent African Americans succeeding?

Design (still) focuses on issues of low science self-efficacy

(Oakes et

al., 1990)

Intersection of gender and ethnicity equals double

jeopardy for African American women (Hanson, 2009)

Audience
African American girls
Young adolescents (middle school)
Crucial time of identity development (Moshman, 1999)
Self-efficacy in science begins to decline
during transition to middle school (Eccles, 1997; Leslie
et al., 1998)

Parents
Gender socialization in science (Adenika-Morrow, 1996)
Support and expectations predict participation
and achievement (Tenenbaum & Leaper, 2003)

Banduras Model for Self-Efficacy

(Bandura, 1977)

Four sources of efficacy information:

1. Vicarious learning
2. Performance accomplishments
3. Emotional arousal
4. Verbal persuasion

Learning Goals:
Source 1: Vicarious experience
1. Students will identify a wide range of careers within
the domain of science.
2. Students will identify current African American
female science professionals with whom they share
a common background (e.g., gender, race).

Learning Goals:
Source 2: Performance Accomplishments
1.

Students will identify ways in which they already use

science successfully.

2.

Students will engage in authentic scientific practice,

culminating in the completion of an original group
project.

Learning Goals:
Source 3: Emotional arousal
1.

Students will identify negative feelings

associated with science (e.g., stress, anxiety).

2.

Students will develop strategies to address

negative feelings.

Learning Goals:
Source 4: Verbal persuasion
1.

Students will identify sources of support and

encouragement (e.g., peers, teachers, family).

2.

Students will contribute to a supportive peer

network.

Learning Goals:
Parents
1.

Parents will identify their own misconceptions

about their daughters potential to succeed within
the domain of science as well as their own
negative attitudes toward the subject.

2.

Parents will identify ways to support and foster

daughters scientific ambitions.

Design Principles
1.

Provide opportunities for students to experience competence in science through

engagement in/contribution to authentic science practices.

2.

Enable learners to establish relationships with scientific professionals with

similar backgrounds (gender and ethnicity) and experiences who can act as role
models and provide advice, guidance, and encouragement.
a)

3.

Create situations in which learners have to seek knowledge and consult with
professionals.

Create a safe and supportive environment for the learner by enabling parents,
teachers, and peers to offer advice, knowledge, and encouragement

Design Framework: Who?

o

Middle school (6th-8th grade) girls

Teachers act as supervisors

Four Principle Investigators

o
o
o
o

Northwestern (us)
Teachers/Practitioners
Community Members
IDEO Design Consultants

Community science professionals acting as

consultants

Design Framework: What?

o
o

After-school program
Annual design challenge
o

Team-based
o

o
o
o
o
o

Results in useable product

School-wide teams

End-of-year showcase
Three thematic science units
Collaboration with science professionals
Workbook initiated tasks
Journaling - individually and with parents

Design Framework: Where?

o

Chicago Public Schools

First iteration: five middle schools

Schools with majority African American

population

Design Framework: How?

o Design-based research methodology
o Acknowledges teachers and community
members as sources of expertise
o Enables community based work
o Annual iterations
o Four principle investigators

Sample Design Challenge:

The Perfect Tray
Students will submit designs for the perfect cafeteria tray to replace the disposable Styrofoam
trays used in most CPS cafeterias. Teams should consider the following:
1.
2.

3.
4.
5.

6.

How will you do research about cafeteria trays? Who are the important people to ask for
input?
From which materials should the trays be made? Trays will need to be cleaned multiple
times a day, which means they will be exposed to scalding water and cleaning agents.
Furthermore, they must be sturdy enough to carry food but not too heavy to carry, and they
are likely to get dropped. To what other conditions will the trays be exposed? Also, how
will the material affect the trays cost and effectiveness?
How should the tray be shaped? What features of the tray might improve its ergonomics or
improve its fit on school lunch tables or in storage?
Are there any safety concerns that need to be addressed?
Non-disposable trays can require a lot of time and effort on the part of the cafeteria staff
since they have to be cleaned and stored. Styrofoam trays are easy, cheap, and dispensable.
Why is your design better than Styrofoam? How will it resolve the issues of effort and
cost?
How will you sell your perfect tray to IDEO and then to schools? What are some of the
advantages of your design that are not advantages of the Styrofoam trays?

Sample Design Challenge:

The Perfect Tray (cont.)
Three thematic units:
1.

Material science
o

2.

Withstand water, cleaning solutions; sturdy yet light;

unbreakable

Environmentalism
o

3.

Reduce, Reuse, Recycle vs. Styrofoam (currently

widespread in CPS)

Ergonomics
o
o
o

Usability
Efficiency
Comfort