This study’s purpose was to explore science engagement and in/equity through science educators’ narratives of servant leadership at both the K-12 and higher education levels in the United States. The research question was: How have participants become and led others to become engaged in science? I took an arts-based approach using drawings and autobiographical data to initiate and create metissages focused on becoming engaged in science education. The findings were that: (1) Participants helped marginalized students understand the culture of science through pedagogical strategies that connected self and science; (2) Participants recognized and countered systemic forms of oppression for students who are marginalized in science education through outreach in STEM; and (3) Participants offset disengagement in science among underserved groups through meaningful relationships and presented non-dominant examples of scientific inquiry. I discuss their implications for professional development and provide recommendations for future research concerning leadership/followership aimed at promoting science equity.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-9069 |
| Date | 06 June 2019 |
| Creators | Nkrumah, Tara M. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
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