Featured Scholar: Crystal Morton, Ph.D.
Associate Professor of Mathematics Education, Department of Urban Teacher Education at IU Indianapolis School of Education
Research Video: https://youtu.be/Kb-YBUMvVS8
Girls STEM Institute: Impacting Lives through a Loving and Holistic Approach
Dr. Crystal Morton is an Associate Professor of Mathematics Education in the Department of Urban Teacher Education at IU Indianapolis School of Education. Currently, she is the Associate Dean for Research and Faculty Development, Director of Research for the Great Lakes Equity Center, and a Board member for Tech Point Foundation for Youth. She is also the founder and director of Girls STEM Institute. Girls STEM Institute aims to transform communities by empowering girls of color to become leaders, innovators, and educators who use STEM as a tool for personal and social change.
Dr. Morton’s scholarly work focuses on secondary mathematics education, emphasizing the role of informal STEM learning in fostering equitable and transformative mathematics teaching and learning experiences. She primarily examines the learning experiences and specifically mathematics learning experiences of Black girls in grades 3-12.
As a former high school mathematics teacher, she is passionate about providing historically marginalized populations opportunities to become the next generation of STEM professionals, leaders, and decision-makers.
Dr. Morton's commitment to provide young ladies of color (ages 9-18) with opportunities to develop an understanding of mathematics and other STEM concepts in meaningful and culturally grounded contexts is another great example of how IU Indianapolis's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.
Selected Publications in IU Indianapolis ScholarWorks
With several scholarly articles contributed to IU Indianapolis's free, open access repository, Dr. Morton has made research knowledge available to researchers, students, and readers around the world.
Abufares, S. A., Morton, C. H., & Messmore, N. (2022). Girls STEM Institute – Identity Formation for Black Girls in STEM Fields. Proceedings of IMPRS, 5(1), Article 1. https://hdl.handle.net/1805/37643
Morton, C., & Smith-Mutegi, D. (2022). Making “it” matter: Developing African-American girls and young women’s mathematics and science identities through informal STEM learning. Cultural Studies of Science Education, 17(1), 39–52. https://hdl.handle.net/1805/38113
Morton, C. H., & Smith-Mutegi, D. (2018). Girls STEM institute: Transforming and empowering black girls in mathematics through STEM. In I. Goffney, R. Gutiérrez, & M. Boston (Eds.), Rehumanizing mathematics for Black, Indigenous, and Latinx students (pp. 23–37). National Council of Teachers of Mathematics. https://hdl.handle.net/1805/38114
Berry, R. Q., III, Ellis, M. W., Morton, C. H., & Yow, J. A. (2015). I am a teacher. That’s what I’ve done almost all my life. I teach. Journal of Urban Mathematics Education, 8(1), Article 1. https://hdl.handle.net/1805/37645
Thanheiser, E., Browning, C., Edson, A., Lo, J.-J., Whitacre, I., Olanoff, D., & Morton, C. (2014). Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, and Where Do We Go? The Mathematics Enthusiast, 11(2), 433–448. https://hdl.handle.net/1805/37660
Morton, C. H. (2014). A Story of African American Students as Mathematics Learners. International Journal of Education in Mathematics, Science and Technology, 2(3), Article 3. https://hdl.handle.net/1805/37651
Morton, C. H. (2014). An investigation into sixth grade students’ understanding of ratio and proportion. Revista Internacional de Pesquisa em Educação Matemática, 4(1), Article 1. https://hdl.handle.net/1805/37650
Noble, R., & Morton, C. H. (2013). African Americans and mathematics outcomes on national assessment of educational progress: Parental and individual influences. Journal of Child and Family Studies, 22, 30-37. https://hdl.handle.net/1805/38116
Morton, C. H., Yow, J. A., & Cook, D. A. (2012). Challenging minds: Enhancing the mathematical learning of African American students through games. Curriculum and Teaching Dialogue, 14(1/2), 105A. https://hdl.handle.net/1805/38112
Find more free articles by Crystal Morton in IU Indianapolis ScholarWorks.