Tuesday, July 21st, 2020

“Using Cultural Competency to Develop Relationships with Your STEM Students”

Date: July 21st, 2020

10:00 am – 12:00 pm

Dr. Calvin Mackie

• 10:05 a.m. to 10:50 a.m.—Using Cultural Competency to Develop Relationships with Your STEM Students

• 10:50 a.m. to 11:00 a.m.—Questions & Answer of Dr. Mackie (via Chat)

• 11:00 a.m. to 11:10 a.m.—BREAK

Dr. Carmen Sidbury

• 11:15 a.m. to 11:30 a.m.—Inspiration for launching the CRP Virtual Summit

• 11:30 a.m. to 11:45 a.m. – Questions & Answers (via Chat)

Dr. Angelicque Tucker Blackmon

• 11:40 a.m. to 11:50 a.m.-Overview of CRP VS Resources, Expectations, and Norms.

• 11:50 a.m. to 12:00 noon –Respond to Poll Questions

Wednesday, July 22nd, 2020

“Culturally Responsive Pedagogy: An Overview”

Date: July 22nd, 2020

10:00 am – 12:00 pm

Dr. Franita Ware

• 10:00 a.m. to 10:10 a.m.-Poll Questions -Pre-Assessment

• 10:10- a.m.- Culturally Responsive Pedagogy: An Overview

• 10:50 a.m. to 11:00 a.m. – BREAK

• 11:00 a.m. to 11:30 a.m. – Radical Self Care, Interruption of Bias, and Warm Demander Pedagogy

• 11:30 a.m. to 11;45 a.m. – Questions & Answer

• 11:45 a.m. to 12:00 noon-Poll questions Post-Assessment (on Culturally Responsive Pedagogy)

Description of Session

Learning Objectives: Session 1

• Introduce the audience to the historical context of Culturally Relevant Pedagogy (Ladson- Billings, 1995; Gay, 2000; Irvine, 2001)

• Significant points of Ladson-Billings original scholarship

• Academic success, cultural competence, sociopolitical consciousness: The evolution of Culturally Relevant Pedagogy (Ladson-Billings, 2014)
Culturally Responsive Education is humanizing (Mohammed) Interrupting systems of oppression in schools

Learning Objectives: Session 2

1. Introduce the audience to Radical Self Care (Ware, 2016),

2. Interruption of Bias, and Warm Demander Pedagogy (Ware, 2006)

3. The trajectory to become a Warm Demander Teacher

4. What are your Next Steps to becoming culturally responsive?

Friday, July 24th, 2020

“Cultural Competency: Let the Circle Be Unbroken: Culturally Responsive Pedagogy and Novice, African American, Elementary School Teachers”

Date: July 24th, 2020

10:00 am – 12:00 pm

Dr. Morgan Faison

• 10:00 a.m. to 10:50 a.m. – Presentation on “Let the Circle be Unbroken.”

• 10:50 a.m. to 11:00 a.m. – BREAK

• 11:00 a.m. to 11:30 a.m. – Presentation continued, “Let the Circle be Unbroken.”

• 11:30 a.m. to 11:40 a.m. – Respond to Reflection Questions (use Chat)

• 11:40 a.m. to 11:50 a.m.- Questions and Answers (use Chat)

• 11:50 a.m. to 12: 00 noon- Overview of next days topic

Description of Session

In this session anchored with two reflection prompts, Dr. Morgan Faison will share findings from her narrative inquiry case study on the similar beliefs and practices of experienced and novice African American teachers to enact culturally responsive pedagogies.

Dr. Faison’s results reveal a continuity of intergenerational cultural transmission through various socialization experiences. Scholars Foster (1997), Irvine (1991), and Ladson-Billings (1995) reported relationships between the beliefs and practices of exemplary veteran, African American teachers, and culturally responsive pedagogy.

Monday, July 27th, 2020

“A Culturally Relevant Pedagogy Model of Practice”

Date: July 27th, 2020

10:00 am – 12:00 pm

Description of Session

Dr. Gilchrist will present the Imhotep Academy’s program model. She will share some findings related to their student-driven model that embeds Ladson-Billings’ three main components (academic success, cultural competence, and critical consciousness).

Lesson Objective 1

In this part of her presentation, she will describe their efforts to rethink culturally responsive pedagogy, as suggested by Ladson-Billings, to address culture more inclusively.

Part 1: Imhotep Academy Pre-College Program Model – A Culturally Relevant Pedagogy Model of Practice (30 minutes)

Dr. Pamela Gilchrist

• 10:00 a.m. to 10:10 a.m.- Poll-Pre Assessment

• 10:10 a.m. to 10:40 a.m. – Culturally Relevant Pedagogy Model of Practice

• 10:40 a.m. – 10:50 a.m.—Questions and Answers

• 10:50 a.m. to 11:00 a.m. – BREAK

• 11:00 a.m. to 11:40 a.m. – Part 2: Rapid Action Planning: Reviewing Your Culturally Relevant Pedagogy Approach

• 11:40 a.m. to 11:50 a.m. – Respond to Reflection Prompts (use Chat)

• 11:50 a.m. to 12:00 noon—Overview of next days topic

Part 2: Rapid Action Planning: Reviewing Your Culturally Relevant Pedagogy Approach for URGs in STEM (90 minutes)

Lesson Objective 2

In part 2, Dr. Gilchrist will provide participants an opportunity to reflect on challenges in their workplace, their practices, goals, and outcomes related to making STEM accessible. Participants will work in small groups to:

a. Define barriers in their systems,

b. Assess their current research-based practices, and

c. Determine if they are meeting their intended goals.

The session will include brainstorming about what ‘STEM for all’ means along with current trends and findings. Participants will discuss the assessment of their current practices, future casting, and reflect on leader attributes to identify strengths and opportunities for growth within their organizations, businesses, schools, programs, and classrooms. Strategies and plans discussed may provide a platform for leaders in science and education to strengthen their organization’s effort in engaging all students, professionals, and educators in STEM. Each participant will be provided a matrix with salient factors that guide and build organizational outcomes in making STEM accessible for all.

Tuesday, July 28th, 2020

“Cultural Competency, Cognition and Culturally Responsive Pedagogy”

Date: July 28th, 2020

10:00 am – 12:00 pm

Dr. Angelicque Tucker Blackmon

Suggested Readings

Culturally Responsive Teaching Strategies in the Science Classroom (5-minute read)

Teaching Culturally and Ethnically Diverse Students in the Science Classroom (Full paper)

Culturally Relevant Cognitively Demanding (CRCD) Task Rubric

Culturally Responsive and Inclusive Classrooms

The Principal’s Guide to Building Culturally Responsive Schools

Banks, James A. Cultural Diversity and Education: Foundations, Curriculum, and Teaching. Sixth ed. New York, NY; Milton Park, Abingdon, Oxon: Routledge, 2016. 

Blackmon, A. T. (2005). The Influence of Science Education Professional Development on African American Science Teacher’s Conceptual Change and Practice. Online Submission.

Brooks, M., West-Olatunji, C., Blackmon, A., Froelich, K., De La Torre, W., Montano, T., … & Smith, R. (2012). Minority-serving institutions and their contribution to advancing multicultural teacher education pedagogy. Education133(2), 349-360.

Faison, M. Z. J. (2016). Let the Circle Be Unbroken: Culturally Responsive Pedagogy and Novice, African American, Elementary School Teachers (Doctoral dissertation, Emory University).

Faison, M. Z., & McArthur, S. A. (2020). Building Black worlds: revisioning cultural justice for Black teacher education students at PWIs. International Journal of Qualitative Studies in Education, 1-14.

Foster, M. (1997). Black teachers on teaching. New Press, 500 Fifth Avenue, New York, NY 10110.

Henry, A. (1995). Growing up black, female, and working-class: A teacher’s narrative. Anthropology & Education Quarterly26(3), 279-305.

Ladson‐Billings, G. (1990). Like lightning in a bottle: Attempting to capture the pedagogical excellence of successful teachers of Black students. International Journal of Qualitative Studies in Education3(4), 335-344.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal32(3), 465-491.

Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.

Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. 2nd ed. Multicultural Education Series (New York, N.Y.). New York: Teachers College, 2010. 

Davis, Bonnie M. How to Teach Students Who Don’t Look like You: Culturally Relevant Teaching Strategies. Thousand Oaks, Calif.: Corwin Press, 2006. 

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

Mensah, F. M. (2009). A Portrait of Black Teachers in Science Classrooms. Negro Educational Review60.

Parsons, E. C., & Mensah, F. M. (2010). Black feminist thought: The lived experiences of two black female science educators. In Re-visioning Science Education from Feminist Perspectives (pp. 13-24). Brill Sense.

Mensah, F. M. (2019). Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal56(4), 1412-1456.

Milner, H. R. (2012). Challenging Negative Perceptions of Black Teachers. Educational Foundations26, 27-46.

Sidbury, C. K., & Johnson, J. S. (2015). Spelman’s Dual-Degree Engineering Program. Changing the Face of Engineering: The African American Experience, 335.

Stanford, G. C. (1997). Successful pedagogy in urban schools: Perspectives of four African American teachers. Journal of Education for Students Placed at Risk2(2), 107-119.

Teel, Karen Manheim., and Obidah, Jennifer E. Building Racial and Cultural Competence in the Classroom: Strategies from Urban Educators. New York, NY: Teachers College Press, 2008.

Ware, F. (1993). African-American parents’ and educators’ viewpoints on the need for parental involvement in African-American children’s education.

Ware, F. (2002). Black teachers’ perceptions of their professional roles and practices. In In Search of Wholeness (pp. 33-45). Palgrave Macmillan, New York.

Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education41(4), 427-456.

Williams, D. N., & Blackmon, A.T. (2015). College Me, Career Me. Changing the Face of Engineering: The African American Experience, 287.

Cultural Competency: Let the Circle Be Unbroken: Culturally Responsive Pedagogy and Novice, African American, Elementary School Teachers

Participants can place their responses to these questions in the Chat section

What is “deep culture”?

How can the pedagogical models of exemplary Black teachers help us better understand the significance of culture in teaching?

What is your vision for a pedagogical model that elevates the beauty, creativity, genius, and joy of Black culture? How will you enact this vision in your classroom and with your students?

A Culturally Relevant Pedagogy Model of Practice

What is your definition of underrepresented groups in STEM? (You may post in the chat area)

How do you apply equity in teaching diverse students in your classroom, school, district, or institution?

How can we support your work of integrating a path from culturally responsive pedagogy to sustaining cultural pedagogy with your students?

Ladson-Billings noted that culture has expanded that a need exists to rethink what we currently do in education to meet the current needs of the students in our implementation of culturally responsive pedagogy as well as a culturally sustaining pedagogy.  In what way, do you consider the academic success, cultural competence, and critical consciousness of your students daily and integrate these components consistently? 


President and CEO, STEM NOLA

Dr. Calvin Mackie is an award-winning mentor, inventor, author, former engineering professor, internationally renowned speaker, and successful entrepreneur. His messages continue to transcend race, gender, ethnicity, religion, and time. A lifelong resident of New Orleans, Dr. Mackie graduated Morehouse College, earning a degree in Mathematics in 1990 with Magna Cum Laude status. He was simultaneously awarded a Bachelor’s degree in Mechanical Engineering from Georgia Tech, where he subsequently earned his Master’s and Ph.D. in Mechanical Engineering in 1996. Mackie has won numerous awards, including the 2003 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring in a White House ceremony. Most recently, Dr. Mackie founded STEM NOLA, a non-profit organization established to expose, inspire, and engage communities in Science, Technology, Engineering, and Mathematics (STEM). STEM NOLA has involved over 40,000 K-12 students in hands-on project-based STEM activities.


Director Center for Education in STEM

Dr. Sidbury is currently Director of the Center for Education in Science, Technology, Engineering, and Science at the University of North Carolina Wilmington. In this role, she brings together higher education, secondary schools, government agencies, and industry to create pathways and opportunities for every students’ success. Dr. Sidbury has years of professional experience in technical positions at Lucent Technologies, formerly AT&T Bell Laboratories, and was responsible for telecommunications product design and development. She earned BS and MS degrees in Mechanical Engineering from North Carolina A & T State University. After several years at AT&T-Bell Labs in Whippany, NJ, Carmen returned to graduate school and, in 1995, became the first African-American female to earn a Ph.D. in Mechanical Engineering from the Georgia Institute of Technology.

She is a longtime champion of inclusive excellence in STEM. She has held several leadership roles in higher education, including appointments at Spelman College, the National Science Foundation, the University of Washington and Georgia Institute of Technology.

Dr. Angelique Tucker-Blackmon
CEO and Director of Research, Innovative Learning Center

Innovative Learning Center is an education, research, and data management firm. Dr. Blackmon earned her Ph.D. in Educational Studies with an emphasis in Science Education from Emory University. She has a B.S. and an M.S. degree in Analytical Chemistry from the Georgia Institute of Technology and completed a two-year Postdoctoral Fellowship in Cultural Anthropology. Dr. Blackmon has an extensive background in developing and executing performance and impact-based evaluations. She has a depth of knowledge of mixed methods research and general inferential statistics. She specializes in designing evaluation studies that measure cognitive and non-cognitive variables that influence students’ persistence in STEM. Dr. Blackmon was trained as a quantitative scientist then specialized in culturally responsive science teaching and qualitative research methods. Before entering education, Dr. Blackmon worked as a research chemist with Dow Chemical and 3M

Dr. Franita Ware

Dr. Franita Ware is an experienced educator, workshop designer, facilitator, and scholar of Culturally Responsive Education. Dr. Ware’s article Warm Demander Pedagogy: Culturally Responsive Teaching that Supports a Culture of Achievement for African American Students has maintained popularity with public school educators and scholars such as Dr. Lisa Delpit and Zaretta Hammonds. As she continues her research on this topic, she has developed strategies to help teachers who are culturally different from their students to become culturally responsive and Warm Demander teachers. She is currently co-authoring a manuscript on the topic. Related to becoming Warm Demander teachers, her most recent research and training is on Radical Self Care, a workshop that is grounded in Neurogenesis and Positive Psychology. Educators who intentionally implement Radical Self Care strategies report growth in their physical, emotional, and brain health and an enhanced ability to address issues of equity in classrooms and school environments. 

Dr. Morgan Faison

Dr. Morgan Faison is a Clinical Assistant Professor in Elementary Education in the Department of Educational Theory and Practice at the University of Georgia. Dr. Faison earned her Ph.D. in Educational Studies with a focus on Urban Teacher Education from Emory University, her M.S.Ed. in Education, Culture, and Society from the University of Pennsylvania, and her B.A. degree from Spelman College. Her current research engages Black elementary teachers in varied settings in the South (e.g., PWIs, urban schools) to elevate the theory and pedagogical possibilities of culturally just and culturally sustaining models for teaching. As a teacher education activist, Dr. Faison has partnered with several districts including Atlanta Public Schools, Athens-Clarke County Schools, and Gwinnett County Schools, to provide anti-racist training explicitly for those seeking to transform education. She has published widely in the International Journal of Qualitative Studies in Education, the Journal of Educational Studies, Multicultural Perspectives, and the National Black Child Development Institute

Dr. Pamela O. Gilchrist

Dr. Pamela O. Gilchrist is the Director of the Imhotep and Kyran Anderson Academies for The Science House at North Carolina State University in Raleigh, North Carolina.

The Imhotep and Kyran Anderson Academies are enrichment programs geared to engage diverse K-12 students in science, technology, engineering, and mathematics (STEM). At NCSU, she is a member of the Academy of Outstanding Faculty Engaged in Extension, a program that honors excellence in extension, engagement, and economic development. Dr. Gilchrist developed the first hybrid photonics program for underrepresented students, parents, and teachers in North Carolina. She is also an Emeritus Principal Investigator of a National Science Foundation for Innovative Technology Experiences for Students and Teachers grant. She is the first African American woman elected to lead the North Carolina Science Leadership Association and the North Carolina Science and Engineering Foundation. She was featured in Photonics Spectra, an international industry publication for her innovative work employed to equip young learners for the global workforce. Dr. Gilchrist holds a Doctor of Philosophy in Educational Research and Policy Analysis from North Carolina State University, a Master of Arts in Instructional Technology, and a Bachelor of Science in Middle Grades Education from East Carolina University