The various assets or capitals that are embedded in historically marginalized communities such as social capital and linguistic capital, yet they are often overlooked by schools and institutions.
Published in Chapter:
Black Girls STEAMing Through Dance: Inspiring STEAM Literacies, STEAM Identities, and Positive Self-Concept
Ayana Allen-Handy (Drexel University, USA), Valerie Ifill (University of Akron, USA), Raja Y. Schaar (Drexel University, USA), Michelle Rogers (Drexel University, USA), and Monique Woodard (Drexel University, USA)
Copyright: © 2020
|Pages: 22
DOI: 10.4018/978-1-7998-2517-3.ch008
Abstract
Black Girls STEAMing through Dance (BGSD) leverages a transdisciplinary partnership among four Black women professors in urban education, dance, industrial/product design, and computing to engage Black girls in a STEAM-infused program to inspire STEAM literacies, STEAM identities, and positive self-concept. BGSD is in its third year of existence and operates across several contexts, including an after-school program for 7- to 12-year-old Black girls, a co-curricular mini course program for 5th and 6th grade girls, and a professional development course for teachers. This chapter highlights how the program was developed and how the use of dance to integrate STEAM is a promising platform to encourage engaged STEAM participation amongst underrepresented Black girls.