Browsing by Author "Smith-Mutegi, Demetrice"

Now showing 1 - 5 of 5
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    Girls Stem Institute: Transforming and Empowering Black Girls in Mathematics Through Stem
    (National Council of Teachers of Mathematics, 2018) Morton, Crystal; Smith-Mutegi, Demetrice; School of Education
    With the growing interest in STEM at both the national and international level, as well as the persistence in racial disparities in educational achievement, it is crucial that educators provide learning experiences that foster the positive development of Black females’ mathematics and science identities. This chapter will describe Girls STEM Institute (GSI), a program designed to support the positive development of Black females as learners and doers of mathematics and science. GSI provides learners who identify as Black and female an opportunity to develop an understanding of mathematics and other STEM concepts in a meaningful and culturally grounded out-of-school context. Within GSI’s rich, rigorous, relevant, and supportive environment, young ladies have the freedom to grow interpersonally and intellectually and are empowered to use STEM as a tool for personal and social change.
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    Growing the STEM Teacher Workforce: A Focus Group Study of the Career Considerations of High-Achieving, Underrepresented, High School Students
    (Faculty Research Symposium, Marian University, 2018) Smith-Mutegi, Demetrice; Mutegi, Jomo; Morton, Crystal
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    Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning
    (Springer, 2022-03) Morton, Crystal; Smith-Mutegi, Demetrice; School of Education
    This article describes a summer enrichment science, technology, engineering, and mathematics (STEM) camp for African-American girls and young women aimed at addressing mathematical and science self-efficacy and reinforcing the importance and usefulness of mathematics and science with a socially transformative curriculum. The research questions guiding this study are (1) How do African-American girl participants describe their experiences in Girls STEM Institute (GSI)? and (2) How does the STEM program experience affect their mathematics and science self-efficacy and valuing of mathematics and science? The data, which included journal entries and interviews, were collected and analyzed from four participants and indicated that participating in the Girls STEM Institute led to improved mathematics and science self-efficacy and increased perceptions of the value of science and math knowledge.
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    Relevance and Beyond: The Role of Socially Transformative Curriculum in Science and Mathematics Education. Equity by Design
    (Midwest and Plains Equity Assistance Center, 2022) Morton, Crystal; Mutegi, Jomo W.; Smith-Mutegi, Demetrice
    The curriculum design of educational programs is pivotal to the success of Black students in mathematics and science. It is essential to implement a curricular approach that values the experiences of Black students. In this "Equity by Design" brief, we will provide an overview and framework of/for socially transformative curriculum, and discuss how it can help to rehumanize the mathematics and science learning experiences of Black students.
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    Summer STEM Camp Goes Virtual: Implementing a Module on Infectious Disease
    (Indiana University, 2021) Smith-Mutegi, Demetrice; Morton, Crystal; School of Education
    Due to the global pandemic of COVID-19, camp and program directors raced to make decisions about summer programming. Traditionally, GSI Summer Camp is a day camp held on a local university campus for four weeks. Despite the disruption caused by the pandemic, the program staff decided to move forward with a seven-week virtual experience for 45 upper elementary, middle, and high school participants. This article presents a description of the implementation of an infectious disease module during a virtual STEM camp.