Award Abstract # 1943285
CAREER: Black Girl Brilliance and STEM Identity Development

Administratively Terminated Award
NSF Org: EES
Div. of Equity for Excellence in STEM
Recipient: GEORGIA STATE UNIVERSITY RESEARCH FOUNDATION INC
Initial Amendment Date: March 17, 2020
Latest Amendment Date: May 16, 2025
Award Number: 1943285
Award Instrument: Continuing Grant
Program Manager: Lesia Crumpton-Young
lcrumpto@nsf.gov
 (703)292-4436
EES
 Div. of Equity for Excellence in STEM
EDU
 Directorate for STEM Education
Start Date: April 1, 2020
End Date: May 2, 2025 (Estimated)
Total Intended Award Amount: $1,118,076.00
Total Awarded Amount to Date: $1,358,878.00
Funds Obligated to Date: FY 2020 = $452,967.00
FY 2022 = $460,414.00

FY 2023 = $445,497.00
History of Investigator:
  • Natalie King (Principal Investigator)
    natalieking@gsu.edu
Recipient Sponsored Research Office: Georgia State University Research Foundation, Inc.
58 EDGEWOOD AVE NE
ATLANTA
GA  US  30303-2921
(404)413-3570
Sponsor Congressional District: 05
Primary Place of Performance: Georgia State University
30 Pryor Street SW
Atlanta
GA  US  30303-3219
Primary Place of Performance
Congressional District:
05
Unique Entity Identifier (UEI): MNS7B9CVKDN7
Parent UEI:
NSF Program(s): ECR-EDU Core Research
Primary Program Source: 04002021DB NSF Education & Human Resource
04002223DB NSF Education & Human Resource

04002324DB NSF STEM Education

04002425DB NSF STEM Education
Program Reference Code(s): 102Z, 1045
Program Element Code(s): 798000
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project awarded to a CAREER scholar has the goal to explore the ways in which Black girls develop positive science, technology, engineering, and mathematics (STEM) identities as they matriculate through secondary education at a single-gender middle/high school. This project integrates research and education by creating and disseminating culturally relevant resources for teachers, parents, and students through free platforms. This award is supported by the EHR Core Research program which supports fundamental STEM Education research initiatives.

This project is a research-practice partnership study between Georgia State University and the Coretta Scott King Young Women?s Leadership Academy ? a STEM certified single gender school in Atlanta, GA predominantly serving girls of color. Using the Multidimensionality of Black Girls? STEM Learning conceptual framework (King & Pringle, 2019), the study will explore how Black girls exude brilliance in STEM learning spaces, and their intent to enroll in college and pursue a STEM trajectory. This longitudinal study employs a mixed methods approach utilizing multilevel modeling to investigate changes in STEM identity constructs over time, and logistic regression to reveal which variables predict whether or not a student declares a STEM major. Individual interviews, reflection journals, and blog posts inform the construction of counter-stories that challenge essentialist views of Black girls? STEM learning experiences. The intellectual distinction of this work unearths identity development in science, technology, engineering and mathematics for a collective understanding of Black girls? STEM identity development across the intersections of four distinct disciplinary content areas.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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King, Natalie S. and Peña-Telfer, Laura and Earls, Shaeroya "The Work I Do Matters: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies" Education Sciences , v.13 , 2023 https://doi.org/10.3390/educsci13070754 Citation Details

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