Graduation Year

2019

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Vonzell Agosto, Ph.D.

Committee Member

Zorka Karanxha, Ph.D.

Committee Member

Dana Zeidler, Ph.D.

Committee Member

John Ferron, Ph.D.

Keywords

Equity, Science Leadership, Underrepresentation

Abstract

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.

Download

Share

COinS