Moving Toward Equitable Science Education: Culturally Responsive Teaching in Undergraduate Science Learning Spaces

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

Utilizing pedagogies of empowerment such as culturally responsive science teaching in undergraduate classrooms can mitigate the gatekeeping phenomenon often seen in science. Teaching assistants engage in more one-on-one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them. Therefore, training for improved pedagogical knowledge is important for TAs, but training for culturally responsive science teaching is critical as TAs have broad and lasting impacts on students. Using constructivist grounded theory methods, this study explores the ways undergraduate biology teaching assistants enact culturally responsive science teaching. Findings showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety.

Authors

• Hillary A. Barron, University of Minnesota - Twin Cities

• Julie Brown, University of Florida