About
10
Publications
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Introduction
Natalie S. King, PhD is an assistant professor of science education in the Department of Middle and Secondary Education at Georgia State University. Her scholarly work focuses on advancing Black girls in STEM education, community-based informal STEM programs, and the role of curriculum in fostering equity in science teaching and learning. Dr. King is passionate about preparing students to enter careers within the STEM disciplines and founded I AM STEM— a community-based informal STEM program that provides a comprehensive curriculum embracing students’ cultural experiences while preparing them to become productive and critically-conscious citizens.
Skills and Expertise
Current institution
Additional affiliations
August 2016 - present
Publications
Publications (10)
This editorial and themed issue is a call to redirect our efforts from teaching Black women and girls how to navigate and persist in toxic STEM learning environments to a greater vision of being and becoming. As we consider what becoming means for Black girls who transition into Black women in STEM learning spaces and careers, there is often an unt...
The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black p...
Building on previous research that has described the underrepresentation of women of color in science fields, this paper presents case studies of Black middle school girls to examine how their science identities developed over space and time. Data were collected over the course of their seventh-grade year in both in school (science classroom) and o...
This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community- based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race meth- odology infor...
While many Black women teacher educators successfully teach about race and racism in ways particular to their intersectional positionalities, less is known about their initial experiences enacting a liberatory, anti-racist pedagogy. This paper reports on a qualitative study of two novice Black women teacher educators after their initial experience...
Middle school is a critical time for students to develop a strong understanding of and appreciation for science, yet science education in the middle grades in the United States is in crisis. This research focuses on the practices of 18 predominately alternatively certified teachers in an intensive professional development program in a southeastern...
