Tara Nkrumahis an assistant professor in the division of teacher preparation at Mary Lou Fulton Teachers College. Her research on equitable teaching practices for anti-oppressive discourse in education and science, technology, engineering, and mathematics (STEM) uses the theatre of the oppressed to explore culturally relevant/responsive leadership and pedagogy.
Nkrumah joined ASU in 2019 as a postdoctoral research associate at the Center for Gender Equity in Science and Technology where she conducted culturally relevant and responsive professional development for the flagship CompuGirls programs focused on transforming the STEM education culture to be inclusive of underrepresented groups, in general, and girls and women of color, in particular. Nkrumah has extensive teaching experience in the United States where in 2018 she was awarded the Diversity Educator of the Year at the eighth-largest school district in the nation at that time. From 2007 to 2014, she engaged with culturally and linguistically diverse learners in Ghana, West Africa.
Ph.D. Educational Leadership and Policy Studies, University of South Florida, Tampa, FL
M.ED. Curriculum and Instruction, Tennessee State University, Nashville, TN
B.S. Environmental Science, Middle Tennessee State University, Murfreesboro, TN
My research agenda focuses on engagement in science education and preparing the next generation of science learners/educators to study and enter careers in science as well other fields that comprise the interdisciplinary engagements among Science, Technology, Engineering, Art, Agriculture, Math or Medicine or (STEAAMM). I am particularly interested in how approaches such as multicultural education, culturally sustaining pedagogy, critical pedagogy, and social justice supports educational leadership and reform efforts to enhance learning in the sciences among minoritized students and others historically underrepresented in particular fields of study and practice. Building on my teaching and research experience using arts-based methods (forum theatre, image theatre, jokering), case study (descriptive), and narrative inquiry (auto-ethnography, métissage), I examine the social, cultural, political issues concerning engagement and disengagement in science education.
Nkrumah, T. (2023). The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens. Education Sciences, 19(7), 739
Nkrumah, T., & Scott, K. A. (2022). Mentoring in STEM higher education: a synthesis of the literature to (re) present the excluded women of color. International Journal of STEM Education, 9(1), 1-23.