Felicia Moore Mensah
M.S. Biology & Secondary Education, North Carolina Agricultural & Technical State University (1992)
Ph.D. Science Education, Florida State University (2003)
Dissertation: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Postdoctoral Fellow in the Center for Curriculum Materials in Science, Michigan State University (2003 - 2005)
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
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.
& Moore, F.M. (2005). (April, 2005). Including
students and teachers in the co-design of the enacted curriculum. NARST
Moore, F. M. (2005). The dissertation and graduation:
Not just a black and white process-Mountain climbing, middle passage, and
learning as a postdoct
Moore, F.M. (2005). Science and reading integration for
primary grades, K-2.
Moore, F.M. (2005). Science and mathematics integration
for intermediate grades, 3-4.
F. M. (2005). Science and
reading integration for intermediate grades, 5-6.
Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.
(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.
2006 Cambridge Who's Who Executive and Professional Registry
2006 Race, Culture and Diversity Teaching Fellowship Grant
2005 Dean's Summer Research Grant
2005 National Association of Research in Science Teaching Equity and Ethics Scholars Award
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.
American Educational Research Association (AERA)
Association of Science Teacher Education (ASTE)
National Association of Research in Science Teaching (NARST)
Sisters of the Academy Institute (SOTA)
Text and Academic Authors Association (TAA)
MSTC 4007: Urban and multicultural science education
Students will explore the intersections of policy, science, and society and the impact these have on standard K-12 urban science curriculum and multicultural teaching practices. Drawing from scholarship in policy, curriculum, and teaching, this course explores major issues faced in urban science education, including: (1) the issue of resources (physical, human, and social) in urban schools and how urban science education programs might draw from local resources in meeting the needs of urban learners; (2) the issue of what roles might teachers, administrators, policy makers, and curriculum writers play in the design and implementation of empowering curricular and pedagogical practices in urban science classrooms; and (3) the issue of multicultural science education in terms of both content and pedagogy. This course challenges commonly used practices where multiculturalism is often taught as one distinct and often separate component of the science curriculum.
MSTC 4040: Science in childhood education
This is an integrated lecture/laboratory course. This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards. The course is based in constructivist perspectives and has as a goal the teaching of science well with all children.
MSTC 4055: Concepts of Biology
Professional content knowledge course examining the major concepts in biology and their applications in teaching secondary school biology.
MSTC 4902: Guided study in science education
Permission required from the instructor with whom the student wishes to work. Independent study in selected areas. Use of professional laboratory facilities.
MSTC 5040: Science curriculum improvement in the elementary school
This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards at the elementary level.
MSTC 6902: Research and independent study in science education
Permission required. Guided independent study leading to the preparation of a major project or paper. May be taken repeatedly by doctoral candidates engaged in research.
MSTC 8901: Dissertation advisement in science education
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Documents & Papers
Download: Mensah Abstracts [PDF]
Download: Girls and Science Tables [PDF]
Download: FMMensah CV [PDF]
Centers and Projects
The Center for Technology and School Change helps schools integrate technology into their curricula and daily lives, by planning with schools for the use of technology, educating teachers how to use it, planning curriculum projects that include technology, helping teachers to implement projects, and assessing the effect of technology on schools. The Center is based on the idea that technology will have a large impact on the structure of schooling, as it has in the past, and that schools must plan for the kinds of change they want it to have. We believe that technology should be integrated with curriculum in ways that emphasize active student learning, collaboration, interdisciplinary learning and problem-solving in areas that are meaningful to schools, and conducts site-based research.
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning. We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM. The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.