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Edwards, E.B.; King, N.S. (2023)

“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls. Education Sciences. 2023; 13(7):698.

King, N. S. (2022)

Black girls matter: A critical analysis of educational spaces and call for community-based programs. Cultural Studies of Science Education Special Issue: Science education and the African Diaspora in the United States. 

King, N. S. (2017)


When Teachers Get It Right:

Voices of Black girls’ informal STEM learning experiences. Journal of Multicultural Affairs, 2(1), 5. 

King, N.S.; Peña-Telfer, L.; Earls, S. (2023)

“The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies. Education Sciences. 2023; 13(7):754.

King, N.

S.Collier, Z., Johnson, B., Acosta, M., Southwell, C. (2021)

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis.

King, N. S. & Louis, V. N. (2022)

Emancipating STEM education through abolitionist teaching: A research-practice partnership to support virtual microteaching experiences. Journal of Science Teacher Education, 33(2), 206-226.

King, N. S.

& Pringle, R. M. (2019)

Black Girls Speak STEM: Counterstories of informal and formal learning experiences. Journal of Research in Science Teaching, 539-569.

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