Felicia Moore Mensah

Educational Background

• B.S. Biology, University of North Carolina at Chapel Hill (1988)
• 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)

Scholarly Interests

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

Selected Publications

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.