Exploring How School Counselors Position Low-Income African American Girls as Mathematics and Science Learners

Abstract

The underrepresentation of low-income African American girls in science-related careers is of concern. Applying the concept of positionality, the authors explored how three school counselors at low-resourced schools view this population of learners to either support or discourage mathematics and science careers. The results of this study suggest that these school counselors evidence lowered expectations for their students. The authors suggest that school counselors need to become aware of how their perceptions and beliefs impact academic achievement.

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