Engaging Latinx Students in STEM Learning through Chemistry Concepts

Gautreau, Cynthia; Brye, Michelle Vanderveldt; Mitra, Sinjini; Winstead, Lisa

doi:10.1080/15348431.2019.1685526

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…On the other hand, teachers might emphasize only disciplinary core ideas, reverting to teaching the way they experienced as students. Unfortunately for most chemistry teachers this was “one‐way transmission of facts and rote memorization” (Gautreau et al, 2019, p. 484). Having a balanced attention to both the “what” and “why” of practice supports teachers in being open and adaptive in a principled way, while empowering them as experts who use curricular materials as a tool for achieving their meaningful goals.…”

Section: Discussionmentioning

confidence: 99%

“We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry

Nation,

Kang

2023

J Res Sci Teach

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Researchers and practitioners in the United States increasingly promote phenomena‐based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about who is constructing the science storyline and how still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.

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Section: Discussionmentioning

confidence: 99%

“We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry

Nation,

Kang

2023

J Res Sci Teach

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“…Given these challenges, researchers evaluating education for Latinx students have highlighted the importance of engaging parents, families, and communities in educational efforts, 25 , 26 , 28 promoting early exposure to STEMM topics using hands-on approaches, 28 and ensuring that students perceive equitable treatment. 27 …”

Section: Discussionmentioning

confidence: 99%

Impacts of a Clinical Research Program for High School Students from Groups Historically Excluded from Science and Medicine

Krecko

Jung

2022

Health Equity

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Introduction: Pathway programs engage students who identify with groups historically excluded from, and therefore underrepresented in, science, technology, engineering, math, and medicine (STEMM). We explored alumni-reported impacts of eight U.S. high school-to-college pathway programs funded by the Doris Duke Charitable Foundation (DDCF). Methods: A survey was sent to 499 alumni to evaluate their perceptions of the DDCF programs, which offer mentored experiences in clinical research. A multivariate analysis was used to compare Likert-style questions related to the programs' impact on education and career plans. Open-ended responses were analyzed using inductive analysis. Results: Two hundred sixty-nine alumni responded to the survey, the majority of whom identified as Hispanic/Latinx or Black/African American. One hundred nineteen alumni (∼75%) currently in college reported majoring in STEMM fields. Of college graduates, 30 (∼65%) obtained a degree in an STEMM field. Participants identifying as Hispanic/Latinx had a significantly higher reported level of impact of the programs on their plans to attend college. Most alumni felt that the programs impacted their chosen majors and future professions and made them more confident to pursue careers in STEMM. Discussion: Surveyed alumni perceive DDCF programs to have positively impacted their interest, confidence, and skills in STEMM-related areas. Our results support the benefit of DDCF programs and substantiate their funding, integration into higher education systems, and iterative redesign to ensure positive impacts on students with diverse backgrounds. Health Equity Implications: Assessment and improvement of pathway programs may support underrepresented students in their STEMM aspirations and increase the diversity of the medical and scientific workforce.

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“…For example, a summer STEM pipeline program focused on hands-on chemistry concepts for Latinx fifth-grade students. Findings indicated that the program increased Latinx students' interest in science and their enthusiasm for learning about science concepts (Gautreau et al, 2019). Another study presented a STEM workshop specifically designed to introduce Latinx youth to college and STEM career opportunities (Sallee et al, 2019).…”

Section: Increasing Latinxs' Stem Involvementmentioning

confidence: 99%

Latinx career psychology: Work and vocational development of Latinx individuals.

Flores¹,

Hu²,

Martinez³

2023

Career Psychology: Models, Concepts, and Counseling for Meaningful Employment.

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Engaging Latinx Students in STEM Learning through Chemistry Concepts

Cited by 5 publications

References 14 publications

“We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry

“We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry

Impacts of a Clinical Research Program for High School Students from Groups Historically Excluded from Science and Medicine

Latinx career psychology: Work and vocational development of Latinx individuals.

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