Crystal Morton

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https://hdl.handle.net/1805/37543

Girls STEM Institute: Impacting Lives through a Loving and Holistic Approach

Dr. Crystal Morton is an Associate Professor of Mathematics Education in the Department of Urban Teacher Education at IUPUI School of Education. Currently, she is the Associate Dean for Research and Faculty Development, Director of Research for the Great Lakes Equity Center, and a Board member for Tech Point Foundation for Youth. She is also the founder and director of Girls STEM Institute. Girls STEM Institute aims to transform communities by empowering girls of color to become leaders, innovators, and educators who use STEM as a tool for personal and social change.

Dr. Morton’s scholarly work focuses on secondary mathematics education, emphasizing the role of informal STEM learning in fostering equitable and transformative mathematics teaching and learning experiences. She primarily examines the learning experiences and specifically mathematics learning experiences of Black girls in grades 3-12.

As a former high school mathematics teacher, she is passionate about providing historically marginalized populations opportunities to become the next generation of STEM professionals, leaders, and decision-makers.

Dr. Morton's commitment to provide young ladies of color (ages 9-18) with opportunities to develop an understanding of mathematics and other STEM concepts in meaningful and culturally grounded contexts is another great example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.

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Girls STEM Institute: Impacting Lives through a Loving and Holistic Approach
(Center for Translating Research Into Practice, IU Indianapolis, 2024-02-23) Morton, Crystal
Girls STEM Institute (GSI) provides an affirming system of support for girls of color focused on STEM (science, engineering, technology, and math) identity and overall wellness and well-being and seeks to rehumanize their STEM learning experiences. During this conversation, Dr. Crystal Morton and her community partners provide an overview of and discuss the ways GSI has positively impacted the lives of program scholars and their families through a loving and holistic approach.
Introduction to Crystal Morton & Her Work
(Center for Translating Research Into Practice, IU Indianapolis, 2024-02) Morton, Crystal
In this video, Dr. Crystal Morton describes her translational research. Girls STEM Institute (GSI) provides an affirming system of support for girls of color focused on STEM (science, engineering, technology, and math) identity and overall wellness and well-being and seeks to rehumanize their STEM learning experiences. Join us as Dr. Crystal Morton provides an overview of and discusses the ways GSI has positively impacted the lives of program scholars and their families through a loving and holistic approach.
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.
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.
Challenging minds: Enhancing the mathematical learning of African American students through games
(Information Age Publishing, 2012) Morton, Crystal; Yow, Jan A.; Cook, Daniela Ann
Minority Access to Revolutionary Instructional Extensions (MATRIX) is a two-part pilot project that couples parent engagement and supplemental mathematics instruction. The MATRIX supplemental mathematics curriculum is built around six games designed to foster the mathematical development of elementary students. This article describes the MATRIX mathematics curriculum and provides findings related to the project’s impact on African American students’ number sense and attitudes towards mathematics.
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.
Black Girls and Mathematics Learning
(Oxford, 2020) Morton, Crystal; Tate McMillan, Danielle; Harrison-Jones, Winterbourne
Though the formal and informal mathematics learning experiences of Black girls are gaining more visibility in the literature, there is still a paucity of research around Black girls’ mathematics learning experiences. Black girls face unique challenges as learners in K–12 educational spaces because of their marginalized racial and gender identities. The interplay of race and racism unfolds in complex ways in Black girls’ learning experiences. This interplay hinders their development as mathematics learners and limits their access to transformative learning. As early as elementary school, Black girls are labeled as having limited mathematics knowledge and are often disproportionately placed in “lower level classrooms” devoid of any rigorous and transformative learning experiences. Teachers spend more time socially correcting Black girls rather than building on their brilliance. Even though Black girls value mathematics more and have higher confidence in mathematics than their White counterparts, they are still held to lower expectations by their teachers and are less likely to complete an advanced mathematics course. Nationally and globally, mathematics serves as an academic gatekeeper into every avenue of the labor market and higher education opportunities. Thus, the lack of opportunities Black girls have to engage in rigorous and transformative mathematics potentially locks them out of higher education opportunities and STEM-based careers. The mathematics learning experiences of Black girls move beyond challenges in K–12 spaces to limiting life choices and individual and community progress. To improve the formal and informal mathematics learning experiences of Black girls, we must understand their unique learning experiences more fully.
Supporting Student Success through Authentic Partnerships: Reflection from Parents and Caregivers. Equity by Design
(Midwest and Plains Equity Assistance Center, 2017) Morton, Crystal
When schools engage parents and caregivers as authentic partners in children's learning they begin to break down traditional barriers that have existed between home and school. Parents and caregivers from historically marginalized groups have expressed feeling unwelcome, disrespected, and devalued at school. Although many are involved in the students learning process at home their contributions are rarely acknowledged and, they are forced to either engage in a school-centered form of parent involvement or not at all. Parents and caregivers that feel valued, heard, and respected by schools become part of a strong partnership that benefits everyone especially the students.
God Consciousness Enacted: Living, Moving, and Having my Being in Him
(Washington State University, 2015) Cannon, Mercedes A.; Morton, Crystal H.
Spirituality, historically and contemporarily, has played a crucial role in African American women's navigation of the academy. Drawing on Cozart's (2010) conceptualization of spirituality as God consciousness, this article provides a personal account of an African American graduate student's journey towards her doctoral degree at a predominately white institution. According to Cozart (2010), God consciousness guides one in her interactions within her community and the decisions one makes within those spaces. The authors share how God consciousness provides a lens to perceive, understand, and overcome challenges African American women face in the academy.
Grades K-12 Curriculum Guide for Attucks: The School That Opened A City
(WFYI, 2016) Adams, Susan; Bangert, Sara; Bradbury, Kelly; Morton, Crystal; Kandel-Cisco, Brooke; Jackson, Tambra; Murtadha, Khaula; Payne, Patricia
Many challenging social issues (e.g. stereotyping, democracy, racism, cultural difference, integration, segregation, to name only a few) emerge from “Attucks: The School That Opened A City.” Grappling with these issues is central to children’s understanding of society, therefore they are addressed in this elementary, middle, and high school curriculum guide developed in partnership with Butler University, IUPUI and Indianapolis Public Schools.

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