Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program

Board 162: Engineering Education and Culturally Relevant Pedagogy in Pre-College: A Review and Synthesis of the Literature

“…The middle school student population was sampled in different ways across the studies. The vast majority of papers examined in this review did not report on gender (n=12); in 60% of the remaining papers, four reported on interventions with homogenous gender groups (n=4), two studies reported 100% females and two studies for 100% male [41], [39] and four reported on interventions with mixed gender groups where female were 59.5% [27], 71% [28], 33% [34], and 33.3% [38]. The rest of the published papers integrated both genders but needed to specify this information.…”

“…The main component of CRP is the culturally respective teaching practices that are an important element of CRP. With the role of CRT practices, the students can trust and feel free to express their process of understanding [38] then the students start enjoying learning new concepts. However, also, they started writing poetry and sharing their learning and comprehension of their phenomena [38] then, for this research, they created a learning context for expressing their ideas and sharing their learning processes.…”

“…With the role of CRT practices, the students can trust and feel free to express their process of understanding [38] then the students start enjoying learning new concepts. However, also, they started writing poetry and sharing their learning and comprehension of their phenomena [38] then, for this research, they created a learning context for expressing their ideas and sharing their learning processes. In other words, letting students bring their culture into class developed an enjoyable environment for learning.…”

“…There are three research projects that clearly stated the engineering disciplines that they were focusing on. They situated their research using Civil Engineering [24], both Industrial Engineering and Biochemical Engineering [25], and both Electrical Engineering and Robotic Engineering lab activities [38]. The remaining articles did not report specific engineering disciplines.…”

“…Using this modality led to diverse students engaging in school topics and maintaining high self-esteem of academic motivation before coming back to school. Also, the implementation of summer camps allowed researchers to integrate different experiences of learning [38]. The analysis of learning context, informal or formal just, was limited to the space where the DS receiver engineering activities or classes, also there are pedagogy realities [51] that must be necessarily integrated to design learning experiences for DS…”