Science Teacher Education; Diversity, Equity & Social Justice Education; Urban and Multicultural Education
Social justice (science teaching as achievement, access, empowerment, opportunity)
Identity (positional identity and science teacher identity)
Multicultural education, Critical theory, Critical race theory (teachers of color)
Feminist poststructuralist analysis (power and knowledge; language and discourse; difference)
Qualitative research methods (ethnography, case study, narrative, grounded theory, phenomenology)
STEM education (Science, Technology, Engineering, Mathematics curriculum development)
Culturally relevant, culturally responsive science teaching and curriculum
Doctoral and junior faculty career development
Mensah, F.M. (2019). Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal, 56(4), 1412-1456. DOI: 10.3102/0002831218818093
Chen, J., & Mensah, F.M. (2018). Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439. DOI: 10.1080/1046560X.2018.1469187
Mensah, F.M., Brown, J., Titu, P., Rozowa, P., Sivaraj, R., & Heydari. R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147. DOI: 1046560X.2018.1425820
Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1-38. http://www.tcrecord.org ID Number: 21958.
Ashby, P., & Mensah, F. M. (2018). Ashby, P., & Mensah, F. M. (2018). Critical chemistry education in a private, suburban high school. Research in Science Education, 1-30. DOI: 10.1007/s11165-018-9690-2
Underwood, J.B., & Mensah, F.M. (2018). An investigation of science teacher educators’ perceptions of culturally relevant pedagogy. Journal of Science Teacher Education, 28(1), 46-64. https://doi.org/10.1080/1046560X.2017.1423457
Taher, T., Mensah, F.M., & Emdin, C. (2017). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. Universal Journal of Educational Research, 5(11), 1853-1862. DOI: 10.13189/ujer.2017.051101
Rosa, K., & Mensah, F.M. (2016). Educational pathways of Black women physicists: Stories of life. Physical Review Physics Education Research, 12(1), 020113-15.
^Hansen, S.J.R., Mensah, F.M., & Gordon, P. (2016). ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: A multimodal examination of visual problem solving. Journal of Chemical Education, On-line. DOI: 10.1021/acs.jchemed.5b00549
Miles, R.L., Slagter Van Tryon, P., & Mensah, F.M. (2015). Mathematics and science teachers’ professional development with local businesses to introduce middle and high school students to opportunities in STEM careers. The Science Educator, 24(1), 1-11.
Ado, G., & Mensah, F.M. (2015). The influence of cultural factors on HIV/AIDS education in Ivorian Schools. International Quarterly of Community Health Education, 35(3), 227-243.
Varelas, M., Settlage, J., & Mensah, F.M. (2015). Explorations of the structure–agency dialectic as a tool for framing equity in science education. Journal of Research in Science Teaching, 52(4), 439-447.
Rivera Maulucci, M.S., & Mensah, F.M. (2015). Naming ourselves and others. Journal of Research in Science Teaching, 52(1), 1-5.
Mensah, F.M. (2014). Using observation prompts in the urban elementary school field placement. In Y. Sealey-Ruiz, C.W. Lewis, & I. Toldson (Eds.), Teacher education and black communities: Implications for access, equity and achievement. Charlotte, NC: Information Age Publishing.
Berg, A., & Mensah, F.M. (2014). De-marginalizing science in the elementary classroom by coaching teachers to address perceived dilemmas. Education Policy Analysis Archives, 22(57), 1-35. DOI: http://dx.doi.org/10.14507/epaa.v22n57.2014 In EPAA/AAPE's Special Issue on Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Dr. Sarah Woulfin.
Mensah, F.M. (2014). Creating solidarity across diverse communities: International perspectives in education, by Christine E. Sleeter and Encarnacin Soriano (Editors). Teachers College Press, New York, NY, USA, 2012, 230 pp. ISBN: 978-0-8077-5337-8. Book Review, Teachers College Record. http://www.tcrecord.org ID Number: 17531
Graham, R., Zubiaurre Bitzer, L., Mensah, F.M., & Anderson, O.R. (2014). Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. Journal of Dental Education, 78(5), 694-702.
Brotman, J., & Mensah, F.M. (2013). Urban high school students' perspectives about sexual health decision-making: the role of school culture and identity. Cultural Studies of Science Education, 8(2), 403-431.
Mensah, F.M. (2013). Theoretically and practically speaking, what is needed in diversity and equity in science teaching and learning? Theory Into Practice, 52(1), 66-72. Special Theme Issue:Diversity and Equity in Science Education
Mensah, F.M. (2012). Positional identity as a lens for connecting elementary preservice teachers to science teaching in urban classrooms. In M. Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts, (pp. 107-123). Rotterdam, The Netherlands: Sense Publishers.
Rivera Maulucci, M., & Mensah, F.M. (2012). NARST equity and ethics committee: Mentoring scholars of color in the organization. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 295-316). New York, NY: Springer.
Mensah, F.M. (2012). Retrospective accounts in the formation of an agenda for diversity, equity and social justice for science education. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 317-336). New York, NY: Springer.
Mallya, A., Mensah, F.M., Contento, I.R., Koch, P.A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control & Change (C3) curriculum. Journal of Research in Science Teaching, 49(2), 244-269.
Johnston, A., Butler, M. B., Mensah, F.M., & Williams, B. (2011). Playing with science: Models for engaging communities. Special issue on Designing Environments to Promote Play-based Science Learning. Children, Youth and Environments , 21(2), 312-324.
Mensah, F.M. (2011). The DESTIN: Preservice teachers' drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379-388.
Mensah, F.M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal of Negro Education, 80(3), 296-309. Special Issue, Teacher Education and the Black Community: Preparing Teachers to Teach Black Students, Preparing Black Students to Become Teachers
Mensah, F. M. (2011). On the road to reform: A sociocultural interpretation of reform. Cultural Studies of Science Education, 6(3), 671-678.
Mensah, F.M. (2011). The hardest questions aren't on the test: Lessons from an innovative urban school. Book Review. Science Education, 95(4),768-770.
Brotman, J.S., Dawson, V., & Mensah, F.M. (2011). Metalogue: Critical issues for teaching with socio-scientific issues. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 347-353). The Netherlands: Springer.
Yu, Yuqing, & Mensah, F.M. (2011). The multiple response model for the "views on science-technology-society" (VOSTS) instrument: An empirical application in the context of the electronic-waste issue. In I.M. Saleh & M. S. Khine (Eds.), Attitude research in science: Classic and contemporary measurements(pp. 137-176). Charlotte, NC: Information Age Publishing.
Brotman, J.S., Mensah, F.M., & Lesko, N. (2011). Urban high school students' learning about HIV/AIDS in different contexts. Science Education, 95(1), 87-120.
Mensah, F.M. (2010). Toward the mark of empowering policies in elementary school science programs and teacher professional development. Cultural Studies of Science Education, 5(4), 977-983.
Mensah, F.M. (2010). Who do I look like? Diversity in self, family, and others. Science Activities, 47, 125-132. Special Issue on Multicultural Science Teaching
Brotman, J.S., Mensah, F.M., & Lesko, N. (2010). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Journal of Research in Science Teaching, 47(6), 742-762.
Geelan, D., Mensah, F.M., Rahm, J., & Maulucci, M.R. (2010). Forum: Roles, caring and learning to teach science.Cultural Studies of Science Education, 5(4), 649-663.
Mensah, F.M. (2009). A portrait of black teachers in science classrooms. The Negro Educational Review, 60(1-4), 39-52.
Mensah, F.M. (2009). Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club. Journal of Research in Science Teaching, 46(9), 1041-1066.
Brotman, J.S. & Moore, F.M. (2008). Girls and science: A review of four themes in the science education literature.Journal of Research in Science Teaching, 45(9), 971-1002.
Moore, F.M. (2008). Agency, identity, and social justice: Preservice teachers' thoughts on becoming agents of change in urban elementary science classrooms. Research in Science Education, 38(5), 589-610.
Moore, F.M. (2008).Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684-710.
Moore, F.M. (2008). The role of the elementary science teacher and linguistic diversity. Journal of Elementary Science Education, 20(3), 49-61.
Moore, F.M. (2008). Preparing preservice teachers for urban elementary science classrooms: Challenging cultural biases toward diverse students. Journal of Science Teacher Education, 19(1), 85-109.
Moore, F.M. (2007). Teachers' coping strategies for teaching science in a "low performing" school district. Journal of Science Teacher Education, 18(5), 773-794.
Moore, F.M. (2007). Language in science education as a gatekeeper to learning, teaching, and professional development. Journal of Science Teacher Education, 18(2), 319-343.
Moore, F. (2006). Multicultural preservice teachers' views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98-131.
Gunckel, K. & Moore, F.M. (2005). (April, 2005). Including students and teachers in the co-design of the enacted curriculum. NARST Annual Conference. Dallas, TX. ERIC Digest, ED498676.
Moore, F. M. (2005). The dissertation and graduation: Not just a black and white process-Mountain climbing, middle passage, and learning as a postdoctoral fellow. ERIC Digest, ED489985.
Moore, F.M. (2005). Science and reading integration for primary grades, K-2. Boston, MA: Houghton Mifflin.
Moore, F.M. (2005). Science and mathematics integration for intermediate grades, 3-4. Boston, MA: Houghton Mifflin.
Moore, F. M. (2005). Science and reading integration for intermediate grades, 5-6. Boston, MA: Houghton Mifflin.
Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.
Moore, F.M. (2003). In the midst of it all: A feminist perspective on science and science teaching. In A.L. Green & L.V. Scott (Eds.), Journey to the Ph.D.: How to navigate the process as African Americans (pp. 104-121). Sterling, VA: Stylus.
My interests are diverse and at the same time connected to my overall research agenda which is situated in urban elementary science education. I focus on improving the teaching and learning of science in urban schools by designing ongoing professional development models with elementary and middle school teachers. Five current projects are:
Preservice elementary science teacher identity; focusing on the construction of a science teacher identity; extending this work to include preservice high science teachers' identity and how identities affect how they teach science to diverse learners.
Conference Presentations & Proceedings (*) Peer Reviewed; (^)Former/Present Student Collaborator
1. *Mensah, F.M. (2014, July). Innovations in teaching and learning: Using simulations in science teacher education. TAA Annual Conference. Baltimore, MD.
2. *Mensah, F.M. (2014, April). "How do I see myself?": Using critical race theory to uncover science teacher identity. NARST Annual Conference. Pittsburgh, PA.
3. *^Benedis-Grab, G., & Mensah, F.M. (2014, April). Developing self-efficacy through the use of cloud-based collaboration in an elementary science methods course. NARST Annual Conference. Pittsburgh, PA.
4. *^Taher, T., Mensah, F.M., Emdin, C. (2014, April). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. NARST Annual Conference. Pittsburgh, PA.
5. *^M. J. Castaldi, J. Epstein, J. Brauner, F. Mensah, C. Emdin, & P. Redden. (2014, April). Enhancing the undergraduate research experience at a small liberal arts chemistry department. American Chemical Society Annual Conference. Dallas, TX.
6. *Mensah, F.M., ^Jackson, I., ^Macaluso, S., ^Mahfood, D., ^Ronan, D., & ^Simpson, R. (2014, January). Implementation of edTPATM as a community of practice. ASTE Annual International Conference, San Antonio, TX.
7. *^Daftedar, R., & Mensah, F.M. (2014, January). The globalization of science education: A case study of teacher identity dissonance. ASTE Annual International Conference, San Antonio, TX.
8. *^Robbins, G., & Mensah, F.M. (2014, January). "Mees, I no understand": Using inquiry in a science classroom of diverse cultures, languages, and English proficiencies. ASTE Annual International Conference, San Antonio, TX.
9. *^Gomes, C., & Mensah, F.M. (2013, July). The impact of technology on students with disabilities achieving scientific literacy. Proceedings of the 5th Annual International Conference on Education and New Learning Technologies. Barcelona, Spain.
10. *Meier, E.B., Horton, D.M., Mensah, F.M., & Sanchez, R. (2013, April). A model for engaging urban teachers in designing STEM projects in classroom environments. AERA Annual Conference, San Francisco, CA.
11. *Mensah, F.M. (2013, January). Pre-post comments of teacher and science teacher identities from elementary preservice teachers of color. ASTE Annual International Conference, Charleston, SC.
12. *^Benedis-Grab, G., & Mensah, F.M. (2013, January). Using cloud-based collaboration in an elementary science methods course. ASTE Annual International Conference, Charleston, SC.
13. *^Corvo, A.F., & Mensah, F.M. (2013, January). Utilizing the National Research Council's (NRC) conceptual framework for the Next Generation Science Standards (NGSS): A self-study in my science, engineering, and mathematics classroom. ASTE Annual International Conference, Charleston, SC.
14. *^Lyman, A., & Mensah, F. M. (2013, January). Standards-based construction of 9-12 science curricula: A case study approach. ASTE Annual International Conference, Charleston, SC.
15. *^Ronan, D., & Mensah, F.M. (2013, January). Science-teaching identity and motivation: Ethnography of an urban elementary school implementing a science specialist model in a high stakes testing environment. ASTE Annual International Conference, Charleston, SC.
16. *Mensah, F. M., & ^Jackson, I. (May, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.
17. *^Berg, A., & Mensah, F.M. (April, 2012). De-marginalizing science in the early elementary classroom: Supporting teachers to teach science in reform-oriented ways. AERA Annual Conference, Vancouver Canada.
18. *Mensah, F. M., & ^Jackson, I. (March, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Poster presentation. NARST Annual International Conference, Indianapolis, IN.
19. *^Gomes, C., & Mensah, F.M. (January, 2012). Science education and the use of assistive technology for students with learning differences. ASTE Annual International Conference, Clearwater, FL.
20. *Marrero, M., Riccio, J., ^Dashoush, N., & Mensah, F.M. (January, 2012). STEM professional development in an online fellowship program: Impacts on teacher beliefs and practices. Themed-paper set. ASTE Annual International Conference, Clearwater, FL.
21. *Mensah, F.M., & Lang, L. (January, 2012). Inservice teachers learning inquiry and teaching preservice teachers about inquiry. ASTE Annual International Conference, Clearwater, FL.
22. Bertrand Jones, T., Mensah, F.M., & Rich-Rice, K. (June, 2011). Soaring to new heights: Sisters of the Academy Institute writing programs. TAA Annual Conference, Albuquerque, NM.
23. *Mensah, F.M., & O'Neill, T. (April, 2011). Who has control over the science curriculum? NARST Annual International Conference, Orlando, FL.
24. *^Rosa, K., & Mensah, F.M. (April, 2011). Science teachers' views on cultural diversity: Contributions from anthropology. NARST Annual International Conference, Orlando, FL.
25. *^Gunning, A., & Mensah, F.M. (January, 2011). Microteaching: The value of mastery experience in a science methods course. ASTE Annual International Conference, Minneapolis, MN.
26. *Mensah, F.M., & O'Neill, T. (January, 2011). In partnership for diversity goals: Developing elementary teachers of science. ASTE Annual International Conference, Minneapolis, MN.
27. *Mensah, F.M. (March, 2010). Using observation prompts in the elementary field placement as a means to inform practice. NARST Annual International Conference, Philadelphia, PA.
28. *Mensah, F.M. (January, 2010). "Making progress and figuring things out": Engaging elementary preservice teachers in inquiry learning. ASTE Annual International Conference, Denver, CO.
29. *Moore Mensah, F. (May, 2009). Student presentations on science education. Paper presented at the Annual Sharing Our Success in Urban Science and Math Teaching Conference, New York University, New York, NY.
30. *^Brotman, J.S., & Moore Mensah, F.M. (April, 2009). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Paper presented at the NARST Annual International Conference, Orange County, CA.
31. *^Mallya, A., & Moore Mensah, F.M. (April, 2009). A case of critical science agency: Urban youth use C3 science to navigate their food and activity environments. Paper presented at the NARST Annual International Conference, Orange County, CA.
32. *^Marrero, M., & Moore Mensah, F.M. (April, 2009). Socioscientific decision making and the ocean: A case study of 7th grade life science students. Paper presented at the NARST Annual International Conference, Orange County, CA.
33. *Moore Mensah, F., Catlin, J., O'Neill, T., & Johnson, V. (January, 2009). Initiating school-university science partnerships for the preparation of elementary teachers in an urban middle school. Interactive Paper-Poster presented at the ASTE Annual International Conference. Hartford, CT.
34. *^Gunning, A., & Moore Mensah, F. (January, 2009). One preservice elementary teacher's development of self-efficacy and confidence to teach science: A case study. Paper presented at the ASTE Annual International Conference. Hartford, CT.
35. *^Cooke, N. & Moore Mensah, F. (January, 2009). The emergent teacher voice: Identity development of preservice elementary teachers. Paper presented at the ASTE Annual International Conference. Hartford, CT.
36.
*^Benedis-Grab,
G., & Moore Mensah, F. (January,
2009). A collab
37. *Moore, F.M. (March, 2008). Using multicultural curricular frameworks in elementary science lesson plans. Paper presented at the NARST Annual International Conference. Baltimore, MD.
38. *Moore, F.M. (2008, March). A pedagogy of multiple theoretical perspectives: Building a foundation to stand on: Using course readings in an elementary science methods course. Paper presented at the NARST Annual International Conference. Baltimore, MD.
39. *Moore, F.M. (March, 2008). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science curriculum. Paper presented at the AERA Annual International Conference. New York, NY.
41. Moore, F.M. (July, 2007). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science lessons. Paper presented at the CCMS Summer Knowledge Sharing Institute. Washington, DC.
44. *^Catlin, J.N., & Moore, F.M. (January, 2007). I want to, because I can! Urban middle school students' quest for knowledge in an after school science program. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
45. *Moore, F.M. (January, 2007). Presentation of dialogue: Preservice elementary teachers' views of their science teacher identity. Paper presented at the ASTE Annual International Conference. Clearwater, FL.
47. *Moore, F. (September, 2006). Mapping the diversity and social justice landscape. Paper presented at the Science Education at the Crossroads Conference. Ogden, UT. On-line proceedings, http://www.sciedxroads.org
48. *Moore, F.M., & ^Mallya, A. (July, 2006). Diversity and social justice in curriculum materials: Student agency and teacher learning. Presentation presented at the CCMS Knowledge Sharing Institute, Ann Arbor, MI.
49. *Moore, F. (April, 2006). Identity, agency, and preservice teachers' construction of both in becoming agents of change. Paper presented at the NARST Annual Conference. San Francisco, CA.
50. *Moore, F. (April, 2006). Using book clubs to introduce elementary preservice teachers to issues of diversity in science teaching and learning. Paper presented at the NARST Annual International Conference. San Francisco, CA.
51. *Moore, F. (September, 2005). Is this just too diverse to handle? Paper presented at the Science Education at the Crossroads Conference. Storrs, CT. On-line proceedings, http://www.sciedxroads.org
52. Moore, F.M. (July, 2005). Beliefs & attitudes of elementary pre-service teacher education students toward diversity in science teaching & learning. PowerPoint presentation presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
53. Moore, F.M. (July, 2005). A curriculum design project for preservice elementary teachers: Using the Project 2061 criteria for curriculum development. Paper presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.
54.
*Moore,
F.M. (April, 2005). The advantages of a postdoct
55. *Moore, F., Sowell, S., Letts, W., & Brandt, C. (April, 2005). Poststructuralist possibilities: Using feminist poststructuralist theories for making sense in science education research. Paper presented at the NARST Annual International Conference. Dallas, TX.
56. *Moore, F.M. (April, 2004). Stories, experiences and lessons: Relations of power in science teaching, leaning, and professional development. Paper presented at the NARST Annual International Conference. Vancouver, British Columbia.
57. Moore,
F.M. (February, 2004). Projects & activities. Post-doct
58. *^Paterna, R.L., & Moore, F.M. (October, 2004). Preservice teachers' familiarity and use of technology in science teaching. SAETS Annual International Conference, Gainesville, FL.
59. *Moore, F. (January, 2004). "Teaching is more . than I first imagined": A preservice teacher's experiences in the field. Paper presented at the AETS Annual International Conference. Nashville, TN.
60. *Settlage, J., Southerland, S.A., Moore, F., Schadman, A. (January, 2003). The rise (and fall) of teacher efficacy: The role of the methods course and classroom context. Paper presented at the AETS Annual International Conference, St. Louis, MO.
61. *Moore, F.M. (October, 2002). Ways of knowing in the context of home, school, and teaching: Implications for science teaching. Paper presented at the SAETS Annual International Conference, Kennesaw, GA.
62. *Moore, F. (January, 2002). On the other side of the tracks. Paper presented at the AETS Annual International Conference, Charlotte, NC.
63. *Hancock, E., Moore, F., & Sowell, S. (October, 2001). Practicing teacher's reflections about completing a portfolio for a distance learning graduate program. Paper presented at the SAETS Annual International Conference, Tampa, FL.
64. *Moore, F.M. (April, 2001). Re-designing curriculum that covers students' personal interests, attitudes, and multiple inabilities. Proceedings of the 41st International World Education Fellowship Conference. Sun City, South Africa.
65.
Moore,
F.M. (March, 2001). Science lab
NARST 2016 Conference Paper