A Pathway to Cultural Relevance: Understanding Collaborative Learning for Black STEM Students

• In Event: Highlighting the Realities of Minoritized Individuals in STEM

Abstract

The purpose of this study is to examine Black STEM students’ collaborative learning experiences to understand how transforming collaborative learning can lead to a culturally relevant practice. I employ BlackCrit and the CECE framework to take a more critical approach in centering Black STEM students while gaining a baseline understanding of their collaborative learning experiences. Results showed that Black STEM students’ worldview orientation, group cohesion, and a diverse group make-up related to their engagement with culturally relevant material and their perceived skill development. Black students’ collectivist nature makes collaborative learning academically optimal spaces and STEM faculty must take note of what Black STEM students deem important to create more culturally inclusive classroom experiences.

Author

• Christen Priddie, Indiana University - Bloomington