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Creators/Authors contains: "Bradley, Tamika"

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  1. ; ; (, Journal of African American males in education)
    Black male students are consistently reported to be underachievers and underrepresented in science, technology, engineering, and mathematics (STEM) disciplines in K-12 settings. These students often experience challenges learning STEM content because of poor student-teacher relationships and ineffective teacher praxis. STEM professional learning communities (PLCs) have practical and empirical support backed by policy and are viewed as effective practices in K-12 school settings. Considering the academic experiences of Black boys, STEM PLCs have not been conceptualized as an effective strategy for examining, teaching, and engaging them in STEM content. Using a PLC framework, this study provides insight into a Black boys’ STEM PLC and how it impacted their learning of content, built their confidence and provided career exposure. 
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