Implementing Culturally Responsive Instructional Strategies in Urban STEM Learning Contexts: A Conceptual Framework

• In Event: Designing Effective Learning Environments for Science and Medicine

Abstract

Combining an understanding of urban culture with principles of the instructional sciences allows for the instructional transformation of STEM learning environments within urban settings. A conceptual model amalgamating ideas presented within various frameworks, namely critical race theory, principles of STEM instruction, problem based learning, and attribution theory, may be the innovation necessary for creating effective and culturally responsive STEM instruction, resulting in positive STEM experiences for urban youth and their subsequent cultivation of STEM identities.

Author

• Tashera Bolds, Syracuse University