Browsing by Author "Hill Morton, Crystal"

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    African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences
    (Springer, 2013-01) Noble, Richard, III; Hill Morton, Crystal
    This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2–3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students.
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    Girls STEM Institute – Identity Formation for Black Girls in STEM Fields
    (Indiana Medical Student Program for Research and Scholarship (IMPRS), 2022) Abufares, Sabria A.; Hill Morton, Crystal; Messmore, Niki
    Background: Women of color are disproportionately represented in STEM fields. While many systemic barriers exist due to institutional racism, other barriers begin in school that impact students’ perceptions of self and STEM. Identity formation is an integral part of learner development but adverse learning experiences have drastic effects on Black girls’ perceptions and self-efficacy within STEM fields. Girls STEM Institute (GSI) is an organization that develops a transformative space to empower girls of color through exploration of STEM concepts in meaningful, culturally-grounded ways. The purpose of this study is to examine and explore how the GSI experience impact students’ interest and attitudes towards STEM fields. Methods: The STEM semantics survey measuring students’ interest in STEM subjects and careers was conducted amongst 42 scholars. Student perceptions of their GSI experience were obtained through journal reflections. A literature review was conducted to gain an understanding of the intersectionality of the Black girl experience, especially within STEM topics. Results: The study is currently in progress. Preliminary data has been obtained but further data analysis is required. Potential Impact: While the inequities that minoritized students face have been well researched and documented, critically developing initiatives to reform these inequities have been limited to individual pipeline programs and undergraduate research programs focused on diversity. While these programs have been beneficial in increasing inclusivity of minoritized students in collegiate settings, it is not enough to study and discuss the barriers that minoritized students face. It is essential to transform communities through the empowerment of youth, especially Black girls. GSI provides a framework for holistically engaging with the girls to develop their self-identity, instilling the confidence to pursue STEM careers, and providing career readiness experiences, which can cultivate a strong STEM-minded identity for Black girls.