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Black boys and men are underrepresented in science, technology, engineering, and mathematics (STEM) fields of study and careers. In response to this problem, scholars and practitioners have created programs with same-race and same-gender mentoring components to increase Black men's presence in STEM fields. Most of the research on culturally responsive mentoring for Black boys have focused on programs in school settings. Drawing from a larger mixed-methods study, we use culturally responsive pedagogy and a youth mentoring theory to study out-of-school STEM programs for Black boys. Findings show that building meaningful relationships and interconnected culturally responsive mentoring and instruction are two important themes in successful STEM mentoring programs for Black boys. The study results expand the existing literature by providing insight into culturally responsive mentoring programs for Black boys in out-of-school settings and STEM spaces.
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Pluralizing RRI pedagogy: ‘cachando’ tactical lessons towards critical resistance for responsible research and innovation learning
Opening up RRI to values and ways of knowing and doing beyond its European and Anglophone origins has become a focal area for scholars and practitioners. This article addresses the role of RRI pedagogy within the broader scope of this transformation, an under-examined topic in the literature. Drawing on the theoretical framework of critical resistance, we explore how RRI pedagogy might offer engaged scholars and educators opportunities to ‘risk themselves’ by intentionally destabilizing their authority as knowers. We offer a case study of a multinational, multilingual, multi-institutional learning initiative drawing from decolonial thinking to resist Anglophone epistemic hegemony in responsible research education. Our case study points to tactics for unsettling pedagogical habits by working across language differences, centering learners’ contexts, attending to the labor of teaching itself, and ‘searching for decoloniality’.
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- Award ID(s):
- 1944981
- PAR ID:
- 10522913
- Publisher / Repository:
- Taylor & Francis
- Date Published:
- Journal Name:
- Journal of Responsible Innovation
- Volume:
- 11
- Issue:
- 1
- ISSN:
- 2329-9460
- Subject(s) / Keyword(s):
- RRI pedagogy decoloniality epistemic pluralism critical resistance multilingual learning
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/23299460.2024.2365925
