Strong-Nasabal, S. L., & Hebert, L., & Pollock, M. C., & Goddard, L., & Rosu, L. (2023, June), Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42692

\bibitem{asee_peer_42692}
  Strong-Nasabal, S. L., \& Hebert, L., \& Pollock, M. C., \& Goddard, L., \& Rosu, L. (2023, June), \emph{Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42692

Sabrina Lynette Strong-Nasabal, Lara Hebert, Meagan C Pollock, Lynford Goddard, and Luisa-Maria Rosu.  "Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42692 Internet.  25 Jun, 2024

\bibitem{asee_peer_42692}
  Sabrina Lynette Strong-Nasabal, Lara Hebert, Meagan C Pollock, Lynford Goddard, and Luisa-Maria Rosu.
  "Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42692 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_42692
author = "Sabrina Lynette Strong-Nasabal, Lara Hebert, Meagan C Pollock, Lynford Goddard, and Luisa-Maria Rosu"
title = "Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42692}
number = {10.18260/1-2--42692}
}

TY  - CPAPER
AB  - Broadening the talent pool in STEM fields starts with increasing social justice and equity for racially minoritized undergraduates and women. While the demand for STEM workers and high-earning wages provides an excellent opportunity for upward socioeconomic mobility, women and people of color remain significantly underrepresented in most STEM fields (National Science Foundation, 2021; Fry, Kennedy, & Funk, 2021). Centering middle and high school students with racially minoritized backgrounds, [Project Title] aims to better understand practices that increase students’ motivations and capacities in pursuit of careers in STEM fields. Overall, the project aims to develop transformative paradigms for advancing interests, self-efficacy, abilities, and pathways in STEM with a set of three interconnected strategies. 
•	School-based teams consisting of classroom teachers and academic advisors participate in year-round professional learning experiences focused on diversity, equity, and inclusion in STEM, as well as a projects-based electrical engineering curriculum. 
•	Participating schools receive resources and technical assistance to establish or expand a STEM club using the strategies and content from the professional learning experiences.
•	Students from these schools are then eligible to receive scholarships to attend the university’s summer programs for pre-college students interested in STEM.
This paper focuses on the professional development component of [Project Title], which supports the creation of affective and knowledge spaces among guidance counselors and teachers as advocates for social justice and equity in STEM education. Using a qualitative case study approach (Baxter & Jack, 2008), we examine what happens when a pair of middle school educators (science teacher and dual language science teacher) develop an after-school STEM club with a specific goal of creating an equitable and inclusive environment for girls and students from racially minoritized backgrounds. Further, we use grounded theory methodology in practice (Chun Tie, Y., Birks, M., & Francis, K., 2019) to process propositions on professional development aspects of [Project Title] programming and its influence on STEM Club design and student experiences. 


AU  - Sabrina Lynette Strong-Nasabal
AU  - Lara Hebert
AU  - Meagan C Pollock
AU  - Lynford Goddard
AU  - Luisa-Maria Rosu
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 249: Developing and Creating Affective Knowledge Spaces for Teachers as Advocates for Social Justice
UR  - https://peer.asee.org/42692
DO  - 10.18260/1-2--42692
ER  -