Black Girls STEAMing Through Dance

2020 ◽  
pp. 198-219
Author(s):  
Ayana Allen-Handy ◽  
Valerie Ifill ◽  
Raja Y. Schaar ◽  
Michelle Rogers ◽  
Monique Woodard
Keyword(s):  
Professional Development ◽  
Black Women ◽  
Product Design ◽  
Black Girls ◽  
Self Concept ◽  
After School ◽  
School Program ◽  
After School Program ◽  
Women Professors ◽  
Development Course

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.

Tiara

2017 ◽  
Author(s):  
Ruth Nicole Brown
Keyword(s):  
Black Women ◽  
Black Girls ◽  
After School ◽  
School Program ◽  
Daily Lives ◽  
News Stories ◽  
Black Girlhood ◽  
After School Program ◽  
New Ideas ◽  
Women And Girls

This chapter features a scene from a play entitled Endangered Black Girls (EBG), based on the lived experiences of Black girls the author has worked with in an after-school program (not SOLHOT) and has learned about through news stories. Theorizing the process of writing and performing EBG on through to subsequent productions made possible only because of the show's original cast, this chapter illustrates how creative means of expression make it possible to fully capture the complexities of Black girlhood and that attending to the complexities of Black girlhood is necessary to affirm Black girls' daily lives. Importantly, performances of EBG generated new ideas for ways Black women and girls could be present with each other, and the play was a primary catalyst for suggesting and co-organizing Saving Our Lives Hear Our Truths (SOLHOT) as transformative collective and creative work.

scholarly journals The Emerging Critical Pedagogies of Dance Educators in an Urban STEAM After-School Program for Black Girls

2021 ◽  
Vol 16 (1) ◽  
pp. 58-88
Author(s):  
Ayana Allen-Handy ◽  
Valerie Ifill ◽  
Raja Y. Schaar ◽  
Michelle Rogers ◽  
Monique Woodard
Keyword(s):  
Policy Research ◽  
Dance Education ◽  
Ways Of Knowing ◽  
Black Girls ◽  
After School ◽  
School Program ◽  
After School Program ◽  
Critical Pedagogies ◽  
Dance Educators ◽  
Urban Dance

The preparation of urban educators has gained widespread attention across education policy, research, and practice. As US urban cities have become more diverse, the teacher workforce has not kept up, and the racial/ethnic demographics of students and teachers are disproportionately incongruent. In order to eradicate an education landscape that perpetuates white, middle-class ways of knowing and being, often at the expense of the cultural practices and cultural wealth of historically marginalized students of color, urban teacher education must be centered toward justice and rooted in critical pedagogies. The literature, albeit bleak, reveals that these perspectives must also be applied to urban dance education. Dance education programs have been significantly eliminated from urban schools over time, and although dance has historical roots in African and African diasporic cultures, dance education continues to be Eurocentric. This phenomenological case study examines the emerging critical pedagogies of undergraduate dance majors and minors who served as dance teachers in an urban Science, Technology, Engineering, Arts, and Mathematics (STEAM) after-school program for 7-12-year-old Black girls. Findings reveal that (a) navigating race, place, and space; (b) mentorship and practice; and (c) critical reflection and self-efficacy were critical components of the urban dance educators’ emerging critical pedagogies. Implications for urban dance education and the broader field of urban education are provided.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Lift for Life: Exploring Weightlifting as an After-School Program

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 29-36
Author(s):  
Victoria El’Azar ◽  
Cathy McKay
Keyword(s):  
After School ◽  
School Program ◽  
After School Program

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

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