Equity in K-12 STEM Education Framing Decisions for the Future (2024) / Chapter Skim
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8 Teaching for Equity in STEM
8 Teaching for Equity in STEM
Pages 203-232
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. To enact these principles, teachers draw effectively on theories and models of teaching and learning and instructional materials to support students' learning (Remillard, 2005; Sztajn et Prepublication copy, Uncorrected proofs 8-2
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, Gutstein (2003) constructed a year-long sequence of learning activities for his middle schoolers that combined an existing curriculum for teaching mathematics in context, Prepublication copy, Uncorrected proofs 8-3
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At the end of the year, he asked students about how their views of mathematics changed from being in the class, and whether they felt they could see how to use mathematics in their everyday lives. Prepublication copy, Uncorrected proofs 8-4
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One strategy Suárez used was to use Spanish purposefully in whole group discussions, particularly when students had been using English, to encourage the Prepublication copy, Uncorrected proofs 8-5
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Each program session began with "circle time," which introduced the day's activity to all children who were present and allowed participants to get to know each other. After this, participants worked in Prepublication copy, Uncorrected proofs 8-6
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For example, Gutstein engaged students in effective practices for teaching mathematics, as described by the National Council of Teachers of Mathematics, such as: • engaging students in solving and discussing tasks that promote mathematical reasoning and problem solving; • allowing multiple entry points and varied solution strategies; and Prepublication copy, Uncorrected proofs 8-7
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However, without intentional and explicit attention to identity, disjuncture between students' everyday experiences and STEM in the classroom, and to power dynamics in schools, these approaches to instruction will not advance equity and justice goals. SUPPORTING EQUITY-ORIENTED TEACHING THROUGH PEDAGOGICAL MODELS To realize visions for equitable learning, as well as be able to follow through on political and ethical commitments for teaching, the educators in the vignettes above benefitted from models of pedagogy and from curricular materials.
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. Culturally relevant pedagogy: This approach seeks to build a connection between children's everyday cultural knowledge and the curriculum, focusing most directly on the organizational and societal contexts of racially minoritized students' educational experiences; to this end, it calls on teachers to engage their students with those dimensions of their experience.
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Second, the time demanded of teachers to get to know families and learn the kinds of techniques needed to do so in a way that is open and builds trust is considerable. Prepublication copy, Uncorrected proofs 8-10
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. Like the funds of knowledge approach, culturally relevant pedagogy seeks to build a connection between students' everyday cultural knowledge and the curriculum.
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Culturally Responsive Pedagogy Developed by Geneva Gay (Gay, 2018, 2021) , culturally responsive teaching centers the cultural diversity of students in classrooms.
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Lipka and colleagues reported that when coupled with professional development, students learned more when using their curriculum than from the district's adopted mathematics curriculum. See Box 8-2 for an example of an effort to develop culturally responsive assessments in science.
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Culturally Sustaining and Culturally Resurgent Pedagogies Newer models of culture-based pedagogy in STEM education include culturally sustaining pedagogies and culturally resurgent pedagogies. Culturally sustaining pedagogy emerged as a "loving critique" of culturally responsive pedagogy, with an emphasis on incorporating the multiplicities, hybridity, and dynamism of identities and cultures that students bring to the classroom, while also establishing as a key purpose for education the valuing and maintaining of a multiethnic, multilingual society (Paris, 2012; Paris & Alim, 2017)
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. Complex instruction is a pedagogical approach based in group work that emphasizes heterogeneity of knowledge and skills, deep collaboration, and involves the elevation of low-status students' contributions to knowledge-building.
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TABLE 8-1. Gender and Sexual Diversity Inclusive STEM Education Constructs Construct Definition Heteronormativity refers to the curricular and pedagogical ways that Heteronormativity STEM education reinforces sex/gender/sexual orientation binaries, constructs categories, and enforces normalization Social justice includes an awareness of the oppressive experiences Social justice of LGBTQ students and the curricular and student support resources for inclusion and representation Prepublication copy, Uncorrected proofs 8-16
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. Although teaching practices are carried out by individuals, instructional possibilities -- that is, what is reasonable or feasible for a teacher to be Prepublication copy, Uncorrected proofs 8-17
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The pedagogical models of culture-based teaching we turn to in the second part of the chapter extend the idea of teaching as practice, serving as guides for how teachers might craft learning experiences for students that conjoin formal curriculum content and cultural knowledge, practices, and identities specific to their students. They highlight decisions teachers might make as they seek to integrate culture and attend to the social dynamics within racialized and gendered settings of STEM classrooms.
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CONCLUSION 8-2: Enacting instructional changes that promote equity will require changes in other school and district practices and policies to both eliminate barriers and encourage and incentivize instructional change. Prepublication copy, Uncorrected proofs 8-19
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. Science in the city: Culturally relevant STEM education.
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learning computational STEM and arts integration in culturally sustaining learning ecologies. Information and Learning Sciences, 121(9/10)
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Science Education. https://doi.org/10.1002/sce.21723 Prepublication copy, Uncorrected proofs 8-23
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. Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context.
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National Academies Press. https://doi.org/10.17226/18290 Prepublication copy, Uncorrected proofs 8-25
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. Teaching for understanding in Earth science: Comparing impacts on planning and instruction in three professional development designs for middle school science teachers.
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. Storywork in STEM-Art: Making, materiality and robotics within everyday acts of Indigenous Prepublication copy, Uncorrected proofs 8-27
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. Integrating culturally sustaining pedagogy and evidence-based practices to support students with learning disabilities in a social justice mathematics lesson.
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