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Nurturing Culturally- Responsive STEM Talent in Gifted Girls

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Nurturing Culturally- Responsive STEM Talent in Gifted Girls Amber Nickerson & Kristina Henry Collins Texas State University Amber Nickerson is in her final semester as a Nurturing Culturally- pre-service teacher, completing her M.Ed. in elementary education at Texas State University. Responsive STEM Dr. Kristina Henry Collins is the core faculty of Talent Development in the Curriculum & In- Talent in Gifted Girls struction Department at Texas State University. ope spent the majority of around the house that needed to be the home and the school and/or gen- her most memorable child- fixed, she often engineered tools in an der socialization can negatively influ- hood moments sitting at attempt solve the problem. ence a young girl’s interest and per- the kitchen table in a small At first thought, the idea of a young sistence in STEM. 2-bedroom home with her mom and girl and her parents1 sitting around the Hstep-dad playing board games, solving kitchen table playing games presents it- Gifted Girls in STEM logic puzzles, adapting recipes, navi- self as nothing more than typical family Gifted education is important in this gating through “how to” manuals, dis- time for any American household. How- discussion of STEM talent develop- secting auto-mechanic diagrams, and ever, for Hope—an unidentified gifted ment because it offers a “socialized” discussing current ‘state of the home’ girl of color growing up in poverty - the culture that encourages students to affairs. At least once a month, she and kitchen table served as a playground explore STEM activities and take ad- her mom proudly glued notebook pa- where many hours of family-based, vanced STEM courses. It is commonly per to the back of a 1000-piece puzzle culturally relevant STEM-learning took expected that gifted students show in- that they had completed that month to place with critical thinking as the central terest and excel in STEM areas of study. hang as art throughout the house. theme of every activity. However, gifted girls are still pushed to- By age three, Hope had mastered This vignette provides an example ward careers related to language arts the game of chess. And by age ten, of day-to-day practices of parent (Collins, Joseph, and Ford, in-press). she could take a technical manual of STEM engagement (Collins, 2015) In their article “Missing in Action: any kind, make sense of its compli- experienced within the home that Black Gifted Girls in Science, Tech- cated diagrams, and effectively com- fosters STEM identity and positive nology, Engineering, and Mathemat- municate those instructions to anyone self-concept (Collins, 2018). It was ics (STEM)”, Collins, Joseph, and wanting to build a physical model of these contextual and gender-neutral Ford (in-press), synthesized critical the design. She had done this many STEM experiences—tied to feelings issues that contribute to the notable times, assisting her step-dad (a self- of belonging and family values—that absence of girls in STEM. They found taught auto-mechanic and race car later influenced and fostered intrinsic that empirical research generally sug- enthusiasts) in the yard as he built motivation for Hope’s STEM interest, gested lack of motivation and abil- and/or rebuilt cars from frame to func- STEM academic success, and STEM ity as issues for underrepresentation, tional. Spending time on the road with talent development in school. As with disproportionate amounts of the him, she also collected a huge atlas such, there are clear implications for research on lower achievement in and maps that kept her attention for educators to engage students, espe- comparison to majority groups. Little hours. Hope recognized, early on, the cially underrepresented students, in research focused on factors that en- patterns for numbering for all major contextual STEM talent development. couraged motivation and persistence. highways and mile markers that sys- This is particularly important for edu- They reported that “gaps in positive tematically ran north to south and cators at the elementary school level STEM experiences and practices be- east to west. If there was something where cultural discontinuity between gin as early as elementary school” 6 Teaching for High Potential | November 2019 which skews perceptions of abilities high interest in STEM. gifted characteristics that are not tra- in STEM by girls by the time they According to Collins’ (2018) mod- ditionally “tested” or measured. Ex- reach high school. el, teachers and mentors can expect tending Frasier’s’ TABS for advanced gifted girls to continually evaluate and STEM development, Table 1 describes Contextual STEM Talent Development internalize four basic questions that TAB’s within the context of higher-or- The Expectancy-Value Theory sug- influence their motivation to learn and der thinking skills (2nd and 3rd column) gests that students are motivated to- persist in STEM: for the purpose of integrating depth ward academic tasks and disciplines 1. Do I belong in a STEM field? (Re- and challenge within a gifted curricu- in which they expect to succeed and flective Identity) lum. Additional insight as to how these find personal value. Therefore, it is 2. Can I succeed in a STEM field? traits may be nurtured for STEM skill important that teachers nurture gifted (Competence/Ability) development within the home or com- girls’ confidence and interest through 3. Do I want to succeed in a STEM munity (4th column) are also offered. successful STEM experience early on field? (Value/Interest) The last column may be used by ed- to support talent development and 4. What must I do to succeed in a ucators at different educational lev- persistence throughout the STEM STEM field? (Assimilation) els to evaluate how these traits might pipeline. STEM talent is commonly look within the STEM discipline spe- associated with the technical skillset The answers to these questions in- cifically. Once that has been identified, (e.g., logical thinking, scientific literacy, fluence how gifted girls come to un- they should align their efforts of gifted domain-specific cognitive ability) de- derstand themselves, especially within and STEM talent development to that veloped as a result of persistence and their own culture (internal/ home envi- which complements the development achievement in specific STEM tasks. ronment) and in relation to the institu- that is present in the home. This en- A student’s positive self-concept in tion of STEM training (external/ STEM sures STEM identity development that STEM, then, has to do with to what ex- environment). It is important to note does not pose a conflict between what tent a student sees herself based on a that three of the four questions are a is valued at home and what is valued belief in her ability to utilize her STEM reference to psycho-social, or relating at school. talents to become a STEM innovator. to the interrelation of social factors, in- For example, Hope exhibited ad- And, for underrepresented students in dividual thought, and behavior issues. vanced interests in maps. She used STEM (i.e., Blacks, Hispanics, and fe- This affirms that persistence issues in them as a navigational tool when trav- male students) this identity—and moti- STEM talent development are often re- eling with her family. Beyond that, she vation to succeed—is centered around lated to issues around belonging, cul- also studies them to recognize direc- social constructs of race and gender. tural values, and who the student is as tional and numbering patterns of the Collins’ (2018) developmental mod- socialized beings. roads represented on the map. Her el for STEM identity (Figure 1) offers step-dad makes sure she has access a framework for understanding inter- Nurturing STEM Talent in Gifted Girls to maps of all of the states. Relatively, nal and external factors that may in- Cultural discontinuity and/or lack of in school, Hope is very good at recog- fluence the persistence of gifted girls awareness for the diverse way in which nizing ways in which constituent parts such as Hope who already showed a STEM talents are manifested in under- are interrelated or arranged. As such, represented STEM students the math teacher could complement can negatively affect the cre- her interest and family’s developmen- Figure 1. Underrepresented Students STEM ative thinking, and academic tal strategy by allowing Hope to study Identity Model success of underrepresent- topology as part of a geometry lesson ed students as early as 4th as one option. Of course, many prob- grade. This is especially true lem-based lessons can be developed Reflective when family-based or cultur- for several topics in algebra as well. Identity ally-valued STEM talents are Through these interventions, gifted not valued or seen as trans- girls like Hope can see their STEM tal- ferrable to the academic set- ents grow and develop. THP Assimilation ting. Frasier’s (1992) Traits, Race Aptitudes, and Behaviors References (TABS) evaluation tool, com- Collins, K.H. (2009). ALANHS “3R” cur- Gender monly used as a culturally riculum framework and program planning responsive tool for identify- guide. Academy of Liberal Arts at Newton ing gifted students, serves High School, Newton County Schools, GA. Value/ Interest as a great resource and basis Collins, K.H. (2015). Measuring Black par- for identifying and nurturing ent engagement in STEM: Validation for a Ability Competence/ STEM talent in underrepre- multidimensional assessment of parent- sented students in STEM, in- ing practices, style and culture (Unpub- cluding gifted girls. Frasier’s lished Doctoral Dissertation). University of TAB’s offers a description of Georgia, Athens. www.nagc.org November 2019 | Teaching for High Potential 7 Collins, K.H. (2018). Confronting colorblind press). Missing in action: Gifted Black Gifted Talented, The University of Georgia. STEM talent development: Toward a con- girls in science, technology, engineering, textual model for Black student STEM and mathematics (STEM) Gifted Child 1The term parent or parental is inclusive of identity.
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