High School Teachers' Perceptions and Practice of Culturally Relevant Education in Science and Math Classes

• In Event: 77.055 - Voices of Teachers and Students in Urban Settings

Abstract

Black and Hispanic high school students graduate significantly less prepared for college-level mathematics and science than their White counterparts. As a result, they are more likely to underachieve in college and continue the cycle of STEM underrepresentation in college. This study explored a single high school science and math department’s teachers’ perceptions about Culturally Relevant Education (CRE) practices as facilitating or hindering STEM interest and science and math achievement among students of color. The study found that CRE practices were, in fact, perceived by teachers to be key in promoting the interest and academic achievement of their students.

Author

• Stephanie Boyce, University of North Texas