Characterizing STEM Funds of Knowledge and Identity in Minoritized Youth as a Foundation for Development

• In Event: STEM Matters: The Importance of Centering Black, Indigenous, and People of Color Students

Abstract

Efforts to broaden participation in STEM have highlighted the importance of taking an asset-based stance, yet many programs sustain gaps observed in STEM. We sought to interrupt this by developing a summer program merging STEM with cultural mentorship, based in minoritized students’ funds of knowledge. Our purpose in this study was to characterize students’ funds of knowledge and the degree to which they expressed STEM identity intertwined with cultural identity. Our students expressed many problem-solving and family funds of knowledge and generally viewed no conflict between their cultures and STEM. Teacher affirmation of belonging in STEM predicted differences in types of funds of knowledge and beliefs about belonging, foregrounding the impact teachers can have on minoritized students.

Authors

• Vanessa Svihla, University of New Mexico

• Vittoria Totaro, University of New Mexico

• Esti Gutierrez, DoD STARBASE New Mexico

• Ronda Cole, Air Force Research Laboratory

• Matt Fetrow, Air Force Research Laboratory