Pedagogy of Resistance: STEM+CS Teachers Counter Bias and Discrimination in STEM and Computing Education

• In Event: Culturally Responsive Education for Contested Times

Abstract

We explore how STEM+CS teachers with marginalized identities address discrimination and biases in STEM and computing spaces. Four STEM+CS teachers in urban Title 1 public schools, who had a lived history of similar STEM discriminatory challenges, engaged in humanizing and critical pedagogies to create inclusive, critical and transformative STEM learning for their students of color and with marginalized identities. We applied a critical and decolonizing ethnographic methodology in analysis of interviews, observation notes, pedagogical actions, and instructional artifacts. All four teachers used counternarratives and integrated sociopolitical or community-centric connections to STEM pedagogical practices. Teachers leveraged data and computational thinking to engage in critical dialogue, reflection, and action in their inclusive and justice-oriented classroom spaces.

Authors

• Jane W. Kim, University of California - Los Angeles
  Presenting Author

• Imelda Nava-Landeros, University of California - Los Angeles
  Presenting Author

• Candisse Griffin, University of California - Los Angeles
  Presenting Author

• Olivia Johnson, University of California - Los Angeles
  Non-Presenting Author

• Gloria Mayorga Garcia, University of California - Los Angeles
  Non-Presenting Author

• David Terrazas, University of California - Los Angeles
  Non-Presenting Author