According to research, data demonstrates that white students fare better in Science, Technology, Engineering, and Math (STEM)courses in k-12 than their black counterparts by almost twice as much (Bacharach, 2003). In determining different success rates based upon race, the factor of accessibility plays an essential role. Besides access to quality tools and materials, socioeconomic status and the instructional strategies utilized within classroomsplay a vital role in academic achievement disparities within science courses. This can be seen as a negative chain reaction due to the finding that the quality of instruction is lower in math and science classes than in English and social studies classes in urban schools (Lee, 2012). With these thoughts in mind, this study aims to explore the academic progress and engagement of black students from low socioeconomic status backgrounds, in their science classrooms by observing the different instructional strategies that are employed. Participants in the study will include middle school students and a teacher in an afterschool program focused on STEM. The participants academic progress and engagement will be assessed through the evaluation of work samples. Data will be analyzed by comparing students work samples to the instructional method utilized within the particular learning segments.
