"Returning to the Root" of the Problem: Improving the Social Condition of African Americans through Science and Mathematics Education

Authors

Vanessa R. Pitts Bannister, Florida A&M UniversityFollow
Julius Davis, Bowie State UniversityFollow
Jomo Mutegi, Indiana University Purdue University IndianapolisFollow
LaTasha Thompson, Laurel, MDFollow
Deborah Lewis, Florida A&M UniversityFollow

Abstract

The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.

Recommended Citation

Pitts Bannister, Vanessa R.; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; and Lewis, Deborah (2017) ""Returning to the Root" of the Problem: Improving the Social Condition of African Americans through Science and Mathematics Education," Catalyst: A Social Justice Forum: Vol. 7 : Iss. 1 , Article 2.

Available at: https://trace.tennessee.edu/catalyst/vol7/iss1/2