Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.