Measuring Cultural Responsiveness to Evaluate STEM Programs: A Construct Modeling Approach

• In Event: Scale Development: Issues and Applications

Abstract

This paper presents initial results from an exploratory project aiming to develop and model a theoretical construct of “cultural responsiveness” (CR) in STEM education programs. In response to the historical underrepresentation of women and racial and ethnic minority students in STEM fields, many programs have attempted to incorporate culturally responsive practices and pedagogy in order to enhance student outcomes specifically for these underrepresented groups. However, evaluators lack a theoretically and empirically sound tool for measuring levels of CR; as a result, the causal links between CR and desired program outcomes is hazy at best. This project aims to fill that gap to spark broad new lines of research into the effectiveness and efficiency of STEM education programs.

Author

• Lauren P. Saenz, Boston College