Angela Johnson

Bio: Angela Johnson is an academic researcher from St. Mary's College of Maryland. The author has contributed to research in topics: Women of color & Academic achievement. The author has an hindex of 19, co-authored 64 publications receiving 2747 citations. Previous affiliations of Angela Johnson include Stanford University & Mary Baldwin College.

Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens.

Abstract: In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of ''science,'' ''recognition by others,'' and ''woman of color in science.'' The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1187-1218, 2007.

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement.

Abstract: As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learn...

Projecting the potential impacts of COVID-19 school closures on academic achievement

Abstract: As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.

Unintended consequences: How science professors discourage women of color

Abstract: This study examined how 16 Black, Latina, and American Indian women science students reacted to their undergraduate science classes. I focused on the meanings they made of the common features of university science documented by Seymour and Hewitt (1997), including large, competitive, fast-paced classes, poor teaching, and an unsupportive culture. I also explored their responses to the values manifested in their science classes and laboratories. The research took place at a large, predominantly White research university; participants were recruited from a science enrichment program for high-achieving students. I interviewed the participants and attended science classes and laboratories with them. I analyzed the data using J. Spradley's semantic structural analysis method (1979, 1980) and validated it through triangulation and member-checking. The women in the study found three features of science classes particularly discouraging: the size of the lecture classes, asking and answering questions in class, and (in some cases) engaging in undergraduate research. They were negatively impacted by two cultural values: a narrow focus on decontextualized science and the construction of science as a gender-, ethnicity- and race-neutral meritocracy. © 2007 Wiley Periodicals, Inc. Sci Ed91:805–821, 2007

Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science

Abstract: The study of the identity processes of women of color in science-based fields helps us (a) find ways to support similar women, and (b) study the dynamics of inequity, within and beyond science. Participants in this study (a Black woman, a Latina, and an American Indian woman) survived inadequate high schools and discouraging college science departments to win formal recognition (fellowships, publications). Using multiracial feminist theory, including intersectionality, and practice theory, we conceptualize authoring of identity as an ongoing process. Qualitative methods were designed around Black feminist precepts of caring and personal accountability, the use of concrete experience and of dialogue (Collins, 2000a). Participants' opportunities to author legitimate science identities were constrained by their location in the matrix of oppression. They reported conflicts between their identities as women of color and as credible science students, and having racist, sexist identities ascribed to them. All became more adept at fending off negative ascription and all found settings with less identity conflict; their ability to read a situation and quickly adjust, la facultad (Anzaldua, 1999) helped them survive. But the fact that they have needed to do this is unjust.

Whose Science? Whose Knowledge? Thinking from Women's Lives

Abstract: Introduction - after the science question in feminism. Part 1 Science: feminism confronts the sciences how the women's movement benefits science - two views why \"physics\" is a bad model for physics. Part 2 Epistemology: what is feminist epistemology \"strong objectivity\" and socially situated knowledge feminist epistemology in and after the enlightenment. Part 3 \"Others\": \"...and race?\" - the science question in global feminism common histories, common destinies - science in the first and third worlds \"real science\" thinking from the perspective of lesbian lives reinventing ourselves as other Conclusion - what is a feminist science.

A rating scale for drug-induced akathisia

Abstract: A rating scale for drug-induced akathisia has been derived that incorporates diagnostic criteria for pseudoakathisia, and mild, moderate, and severe akathisia. It comprises items for rating the observable, restless movements which characterise the condition, the subjective awareness of restlessness, and any distress associated with the akathisia. In addition, there is an item for rating global severity. A standard examination procedure is recommended. The inter-rater reliability for the scale items (Cohen's kappa) ranged from 0.738 to 0.955. Akathisia was found in eight of 42 schizophrenic in-patients, and nine had pseudoakathisia, where the typical sense of inner restlessness was not reported.

Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens.

Abstract: In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow-up interviews 6 years later, and ongoing member-checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of ''science,'' ''recognition by others,'' and ''woman of color in science.'' The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1187-1218, 2007.