Living Academic Research
Dr. Natoshia Anderson @Toshia11
An Analysis of African American Gifted Girls’ Achievements
in Mathematics and Science Classes
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Dr. Natoshia Whaley Anderson
Title: Director of STEM Initiatives at Georgia Piedmont Technical College Research Topic: An Analysis of Gifted African American Middle School Girls’ Achievement in Mathematics and Science Classes Institution: University of Phoenix Committee Chair: Tamara Anderson, Ph.D. Abstract: The problem examined in this descriptive qualitative study was the lack of awareness of the factors that can lead to the underachievement of gifted black girls in mathematics and science classes. African American gifted girls are underachieving in mathematics and science classes. These girls have unique issues to overcome inside the classroom in order to succeed in mathematics and science classes. |
@Toshia11
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BIO
Dr. Natoshia Anderson, Dean of the School of Education, New Media, and Strategic Partnerships at Georgia Piedmont Technical College, has a genuine love of teaching and learning and is fully vested in the advancement of STEM Education. She has a Bachelor of Science degree in Mechanical Engineering Technology from Southern Polytechnic State University. She went on earn an MBA with a specialization in Marketing in 2006 and a Doctorate of Education in Educational Leadership in 2010 from the University of Phoenix. Her dissertation is entitled, “An Analysis of African American Gifted Girls’ Achievements in Mathematics and Science Classes.” and Brown gifted women and experiences within STEM careers.
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Scholarship
She worked as a Mechanical Design Engineer for eight years before entering the world of education. Her research focus is on Black and Brown female experiences in K-12, postsecondary and professional arenas. She also has a focus on Black and Brown gifted women and experiences within STEM careers.
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Abstract
The purpose of the study was to explore that perception of the gifted education teachers about the underachievement of black female students in mathematics and science classes. The study also explored the potential relationship between teacher perception and African American gifted female achievement. Two focus groups were conducted and four themes were established from the discussions. The themes included subgroup of friends/life balance 2) pressure ( family and peer), 3) student-teacher relationship, and 4) creating a positive environment of learning for the African American gifted girl. Recommendations for parents, educators and administrators include 1) provide parents with accurate information about gifted children, 2) educators and administrators should assume personal responsibility to encourage the girls in mathematics and science classes 3) create a comfortable and comforting environment for the gifted girl 4) provide the gifted girl with female role models and mentors and 5) provide professional development opportunities so that teachers can continue to give these girls the best that is available.
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The Unexpected
from Research The Interview
Click the link below to download a copy of the study
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