Culturally relevant pedagogy as an approach to strengthening STEM pathways for systemically excluded youth

The challenge

Researchers have identified a need to advance current initiatives that are designed to support environments for students systemically excluded by race and gender in STEM academic tracks. One way to achieve greater diversity within science, technology, engineering and math courses is by providing STEM educators with access to culturally relevant pedagogy approaches. Culturally relevant pedagogy approaches can be used by educators to disrupt forms of oppression experienced by  underrepresented students that currently define STEM education and the workforce. The challenge is to find ways to expand access for STEM educators so that more can benefit from culturally relevant teaching approaches.

The approach

The project DSEC STEM education and outreach partner allows for the expansion of current efforts to prepare pre- and in-service STEM educators through culturally relevant teaching approaches. The project is led by Tara Nkrumah, assistant professor at Arizona State University’s Mary Lou Fulton Teachers College. The direct funding source is RTI International, a nonprofit research institute dedicated to improving the human condition, which distributes the funding on behalf of the Defense Science, Technology, Engineering and Mathematics Education Consortium/Department of Defense. 

The first phase of this culturally relevant professional development project will be offered to 40 to 60 STEM educators in Dallas, Texas, with plans to extend it to Chicago, Illinois; Atlanta, Georgia; Pittsburgh, Pennsylvania and Tampa, Florida. The project involves several series of six hybrid sessions offered to pre- and in-service STEM educators serving communities impacted by systemic inequities in education (with a focus on communities that are predominantly African American, Hispanic and Native American).

The professional development approaches are based on the established culturally relevant pedagogy theory by Gloria Ladson-Billings, and adapted to fit a STEM context to promote equitable teaching practices for culturally and linguistically diverse students engaged in various out-of-school programs. 

The project is one of several that Nkrumah is overseeing that have a shared focus on STEM and equity. It is affiliated with Cultivating STEM equity ambassadors to address the barriers to equity in STEM education. In addition, Nkrumah is overseeing Black girls as creators: an intersectional learning ecosystem toward gendered racial equity in artificial intelligence education, which is funded through the National Science Foundation.