Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education

被引：5
|
作者：
Kier, Meredith W. [1 ]
Johnson, Lindy L. [1 ]
机构：
[1] William & Mary, Dept Curriculum & Instruct, 301 Monticello Ave, Williamsburg, VA 23185 USA
来源：
URBAN EDUCATION | 2024年 / 59卷 / 03期
基金：
美国国家科学基金会;
关键词：
African American students; culturally relevant pedagogy; middle school; qualitative; teacher education; SCIENCE; STUDENTS; FRAMEWORK; LITERACY;
D O I：
10.1177/00420859211058412
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners' STEM identities, how the teacher positioned the mentor in the learners' experience, and the teachers' philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction.
引用
收藏
页码：724 / 754
页数：31
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