The sociocultural practices in a science classroom and the influence on Black girls’ girlhood

Abstract

Using sociocultural perspectives and Black girlhood studies, this study focuses on the only two 5th-grade Black girls in their science classroom at a private school. Daily classroom observations, interviews, artifacts, and a modified Draw-A-Scientist Test (mDAST) were the data sources collected over 11 weeks. These data aided in elucidating the participants’ perception of science and scientists, as well as the effect of instructional strategies’ on their conceptual understanding and application of scientific experimentation. Peer-to-peer relationships influenced their engagement, leadership, and perceived value during collaborative work. Though the space of their private school allowed them to experience more science time beyond the national recommendations and with an excess of classroom supplies and resources, the girls were lukewarm in their sentiments toward school science, and the degrees of cultural representation in science activities influenced their engagement in scientific inquiry. The implications of this study relate to students’ interest, their use of speech, manipulation of tools and concepts, and a close examination of the positive ways that they show up for science. Educators and researchers may exert greater effort in exploring and expanding different spaces where Black girls are educated.