The Impact of Culturally Responsive Teaching on Underrepresented Students Persistence in STEM

Abstract

There is a consistent economic need to increase diversity in science, technology, engineering, and math (STEM) disciplines and to increase diversity in groups of STEM professionals graduating from colleges and universities in our nation. However, research notates that minoritized populations such as women and/or persons of color, continue to be underrepresented in STEM disciplines. Furthermore, literature suggests that teachers who implement culturally responsive instructional strategies in the classroom positively impact and empower students to develop positive attitudes towards STEM, hence aiding in an increase in the recruitment and retainment of underrepresented groups in STEM disciplines or STEM-related careers. This book chapter will trace research and provide culturally responsive teaching strategies, lesson plan adaptation strategies, and instructional practices that can be used in STEM classrooms in an effort to positively influence underrepresented student's decisions to persist in STEM careers and/or STEM-related fields.

The Persistent Achievement Gap in Secondary School Students

“…The significance of fostering an inclusive and fair learning environment goes beyond simply emphasizing subject-matter knowledge. By addressing the core reasons for the achievement gap, such as implicit prejudice and unequal access to high-quality education, this theory adds to the body of previous theories (Thomas & Tripp, 2021). As such, the secondary education system can more effectively address the persistent achievement gap by actively recognizing and valuing the cultural variety of its pupils and implementing the culturally responsive teaching paradigm.…”

“…Another critical aspect of the theory's strength is the way it confronts potential causes of prejudice and discrimination in the classroom. By promoting cultural awareness among educators, we can help them better understand their implicit biases and prejudices (Thomas & Tripp, 2021). In order to provide a fair and equitable learning environment, this selfawareness is crucial.…”

“…In order to provide a fair and equitable learning environment, this selfawareness is crucial. Education professionals are less likely to promote bias through their teaching methods when they are more aware of their students' cultural backgrounds (Burnham,2020;Thomas & Tripp, 2021). Thus, pupils are judged and treated according to their skills and potential rather than their cultural backgrounds, creating a more equitable and inclusive educational environment.…”

“…According to this notion, education may be made more successful and relevant by considering the requirements of individual students and their cultural backgrounds. Students are more likely to succeed academically when actively involved in learning and when education is tailored to their skills and weaknesses (Thomas & Tripp, 2021). By ensuring that students have access to the resources and support they need to succeed academically, customization addresses the underlying reasons for the achievement gap.…”