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Equity in STEM through culturally responsive pedagogy

2022; American Association of Physics Teachers; Volume: 60; Issue: 7 Linguagem: Inglês

10.1119/10.0014308

1943-4928

Neven Holland,

Career Development and Diversity

I teach elementary mathematics to 98% of Black and Latino students, many of whom come from underprivileged areas of Memphis, Tennessee, where academic achievement varies. At the beginning of the year, many of my students have a love–hate relationship with mathematics, where their understanding of the subject is simply rules or procedures to memorize for an end-of-year assessment. As a result, I’m often left wondering why this happens and how we, as a community, could work to provide equitable outcomes for all students in not just math, but science, technology, engineering, and mathematics (STEM).