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1. EXAMINING BLACK MALE STUDENT PARTICIPATION CHALLENGES IN A HIGH SCHOOL ACADEMY OF ENGINEERING

   https://doi.org/10.1615/JWomenMinorScienEng.2023044603  

   Fletcher, Edward C. ; Hines, Erik M. ; Asunda, Paul ; Ford, Donna Y. ; Moore III, James L. ( January 2023 , Journal of Women and Minorities in Science and Engineering)

   In this study we followed a qualitative case study design to examine the perspectives of 20 school stakeholders (e.g., district and school administrators, school board members, teachers, school counselors, parents, staff, and advisory board members) regarding (in)equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering. Using the concept of cultural matching and the formation of STEM identities, we understood that Black students at Madison River Academy did not participate in rigorous academic programs (e.g., the academy of engineering), partially due to a lack of the school stakeholders' abilities to provide culturally congruent, compatible, responsive, or synchronized learning environments that connected them with their home cultures and lived experiences. Findings from our case study demonstrate how the change in the historical mission of career academies has limited access to rigorous STEM opportunities and engagement of ethnically and racially diverse (particularly Black) students. In this academy, the lack of Black male student and teacher representation as well as mathematics were two barriers limiting the engagement of Black male students. Thus, we contend that it is critical that STEM academy school stakeholders, particularly school leaders, prioritize equity as a strategic goal for their STEM programs and recruit Black teachers who are willing to create culturally responsive curricular experiences to elicit interest in STEM for Black students. 

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2. Neuromatch Academy: Teaching Computational Neuroscience with Global Accessibility

   https://doi.org/10.1016/j.tics.2021.03.018  

   van Viegen, Tara ; Akrami, Athena ; Bonnen, Kathryn ; DeWitt, Eric ; Hyafil, Alexandre ; Ledmyr, Helena ; Lindsay, Grace W. ; Mineault, Patrick ; Murray, John D. ; Pitkow, Xaq ; et al ( July 2021 , Trends in Cognitive Sciences)

   null (Ed.)
3. The Social Science of Institutional Transformation: Intersectional Change in the Academy

   https://doi.org/10.3389/fsoc.2022.824497  

   Morimoto, Shauna A. ( April 2022 , Frontiers in Sociology)

   This article examines intersectional praxis as an approach to institutional transformation, arguing that intersectionality is both a catalyst for and outcome of gender equity efforts in the social sciences and other academic STEM fields. As such, approaching gender equity intersectionally can be understood as a way that theory and practice are co-constitutive in social science and hence an important aspect of transforming academic institutions. Through a case study of the US National Science Foundation (NSF) ADVANCE program for gender equity in STEM, I look at the development of ADVANCE from an effort to support women in scientific fields to becoming a program for institutional transformation grounded in an intersectional understanding of women's inequity in the academic labor force. I ask two related questions in the efforts to address gender inequities in STEM. First, what is the relationship between academic institutions (which are simultaneously sites for the discovery of knowledge and gender inequality) and the National Science foundation, as the premier American academic institutional funding agency? Second, how has this relationship, through those working on ADVANCE, fundamentally shifted the understanding of the social scientific tools and strategies necessary to advance equity for women in academia? In looking at these questions, I argue that, beyond women's representation in social sciences and academia broadly, intersectionality is an important scholarly advance in social science that offers a dialectical tool for change. 

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4. High School Students’ Learning During the COVID Pandemic: Perspectives from Health Sciences and Technology Academy Participants

   https://doi.org/10.15695/jstem/v4i2.09  

   McKendall, Sherron Benson ; McKendall, Alan ; Chester, Ann ; Morton, Catherine ; Freeland, Sean ; Kuhn, Summer ; McMillion, Mary ( July 2021 , The Journal of STEM Outreach)
5. The Health Sciences and Technology Academy: Re-Imagining Programmatic Delivery During the COVID-19 Pandemic

   https://doi.org/10.15695/jstem/v4i4.06  

   McKendall, Sherron Benson ; McKendall, Alan ; Kuhn, Summer ; Morton, Catherine ; McMillion, Mary ; Freeland, Sean ( October 2021 , The Journal of STEM Outreach)