Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with…

To explore the role of teachers' biases in the underrepresentation of minorities and women in STEM, 128 secondary science teachers were asked to evaluate responses spoken with either falling or rising intonation by African American, Latino, and White ninth-grade boys and girls. Responses spoken by minority students were evaluated less favorably…

This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring…

Compared to boys, many girls are more aware of a social context in the learning process and perform better when the environment supports frequent interactions and social relationships. For these girls, embodied agents (animated on-screen characters acting as tutors) could afford simulated social interactions in computer-based learning and thereby…

In this article, the authors describe a program developed to encourage women and minorities to continue their study of mathematics in high schools until graduation. The 3-year program was a collaborative effort by professors and students from Bryant University, local businesses, and local high schools. During the 3 years, the program evolved from…