Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 15
5
BREAKOUT SESSION 2
DISCUSSIONS OF THEORETICAL FRAMEWORKS
The aim of the second day’s breakout groups was to identify theoretical frameworks that
might guide research to answer questions raised the day before. Attendees in the four randomly
assigned groups were asked to
identify challenges,
characterize how they are manifested in the target populations,
examine underlying mechanisms and remediation strategies, and
provide models of innovative and successful approaches to overcoming the challenges.
Breakout group participants were invited to provide a graphical representation of their
proposed frameworks.
Breakout Group 2A
This group developed a graphic of a circle with four quadrants corresponding to the
major areas of inquiry and showing relevant theoretical frameworks (Figure 4). The group
members identified a challenge—lack of culturally responsive faculty (Quadrant 1)—to illustrate
application of the framework to the academic performance of minority males at the
undergraduate level. The challenge is manifested by toxic school cultures that marginalize
minority males (Quadrant 2). The underlying mechanisms of the challenge include social
conformity and lack of incentives for change, and possible remediation strategies are faculty
training and implementation of equity audits (Quadrant 3). Two models to address the challenge
are replication of support structures shown to be effective at HBCUs and the use of culturally
responsive activities (e.g., equity scorecards) to incentivize change (Quadrant 4).
15
OCR for page 16
• Lack of culturally • Toxic, marginalizing
responsive faculty school cultures
2. Manifestations of
1. Challenges
challenges
3. Underlying
4. Effective & mechanisms &
innovative models remediation
strategies
• Replication of HBCU • Social conformity; lack
STEM faculty support of incentives for
structures change
• Effective cultural • University faculty
responsive models (e.g., trainings and equity
equity scorecards) audits
FIGURE 4. Breakout Group 2A’s theoretical metaframework to address the challenge of having few
culturally responsive faculty at the undergraduate level.
Breakout Group 2B
This group developed a table with four rows corresponding to the major areas of inquiry,
with accompanying relevant theoretical frameworks (Table 2) that are applicable for both
precollege and postsecondary levels. For example, in the area of “Identify Challenges” the
suggested frameworks are all in the broad category of Human Ecology, including attributional
work (e.g., the work of Claude Steele) and Kurt Lewin’s approach to social psychology.
16
OCR for page 17
TABLE 2. Metaframework Linking Major Areas of Inquiry with Theoretical Frameworks
Human Ecology:
Attributional (encompasses Claude Steele’s work)
Identify Challenges Margaret Beale-Spencer’s PVEST Theory (1997)
Urie Bronfenbrenner’s Theory (1972)
Kurt Lewin (social psychology)
Identify Theories
- Race-based Identity Development theories including
social construction of masculinity
Characterize - Gender-based theories
Manifestations in - Identity Development (Wortham)
Target Population Adolescent Identity Development Theories
Respectability
Agency/Self-Efficacy/Self-Concept
- Bandura, Mendosa, and Steele/Aaronson
Discipline-based Intervention
- Subject Matter Learning
Underlying
Organizational Theory
Mechanisms (Models
- Organizational Psychology/Organizational Behavior
of Intervention)
Distributed intelligence with polled knowledge
Social supportive models
Macro Examples:
- The Algebra Project (Bob Moses)
Organizational Psychology/Behavior Theories
- The Meyerhoff Program (Hrabowski)
Social Supportive Theories
- DNIMAS (Norfolk State)
Successful Examples
- McNair Scholars / Summer Research Opportunities
Program (SROP)
- Others (e.g., program models for women in S&E)
Micro (considered as concepts):
- Models of Effort (Lauren Resnick)
- Models of Aspiration
SOURCE: Participants in Breakout Group 2B.
Breakout Group 2C
Members of this group developed the graphic shown in Figure 5, which, unlike the
others, is not tied to the four major research areas. Rather, it considers the individual in various
contexts and interactions. The framework places particular emphasis on context as created by
interactions among various metatheoretical frameworks related to an individual’s social and
cultural competency (e.g., one’s identity, race and ethnicity, and social status).
17
OCR for page 18
Racial
stratification
Context –
Complexities
Minority Males in societal,
of identity
STEM (Individuals) institutional &
development
organizational
Social & interactions
cultural
competencies
FIGURE 5. Theoretical framework connecting individuals, their interactions, and context. Developed by
participants in Breakout Group 2C.
Breakout Group 2D
This breakout group approached its task by developing a series of questions tied to the
four major areas of inquiry (Box 2).
18
OCR for page 19
BOX 2: Key Framework Questions for Each Major Area of Inquiry
Identify challenges:
Do male views of masculinity play into their decisions to pursue (or to not pursue) specific
fields in STEM?
What role do masculinity and gender play in the pursuit of science (e.g., the “feminization
of science”; characterization of disciplines as “soft” vs. “hard”)?
What can be learned from a review of the data on students being “pushed out” or
transferring from one science field to another? What role does microaggression play?
How might deficit cognitive frame theory,a specifically with regards to faculty attitudes,
improve understanding of the experience of minority males in STEM?
Manifestations (characterize how challenges are manifested in target populations):
How might a review of cumulative advantage inform efforts to understand the experience
of minority males? What are some best practices for creating a system of cumulative
advantage in STEM for minority males? Are there different models at different
educational levels?
Mechanisms (examine underlying mechanisms and remediation strategies):
What layers of context should be taken into consideration in developing complex and
comprehensive models of research interventions that include attention to individuals and
families? How such models might be informed by a review of social, racial, policy, and
ecological frameworks?
Success models (provide models of innovative and successful approaches to overcoming the
challenges):
How might the following models (in whole or in part) improve understanding of what works to
enhance the academic and career prospects of minority males?
Resiliency and coping models
Critical race theory (CRT), specifically with respect to interest convergenceb
“Academic identification,” based on how well male students perform academically
“Self theory,” based on encouragement of students to see themselves in STEM programs
and careers
a
According to Estela Maria Bensimon (“Closing the Achievement Gap in Higher Education: An
Organizational Learning Perspective” in New Directions for Higher Education, No. 131, Fall
2005, p. 103), deficit cognitive frame theory “focus[es] on stereotypical characteristics
associated with the culture of disadvantage and poverty.”
b
According to interest convergence theory, substantive gains for minorities will occur only when
they converge with the interests of the majority. See Derrick Bell’s seminal article in the
Harvard Law Review 518 (1980).
Source: Participants in Breakout Group 2D.
19
