Shifting Pedagogically: Examining Teacher Pedagogical Approaches and Their Instructional Practices in Developing Students' STEM Identities

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Identity, Inquiry, and Science Education (Table 5)

Abstract

As Exploring Computer Science (ECS) continues to expand into K-12 schools, Black and Latinx students still fall behind in participating in and pursuing computing-related careers. This paper highlights teachers' pedagogical approaches and the instructional practices they implement regarding: affirming students culturally, building students’ STEM identity, and providing access and exposure to STEM industry professionals. Collectively, these practices are critical in helping students learn to see themselves in computer science. In addition, these practices help students begin thinking about pursuing STEM/CS career pathways. More importantly, these practices can have positive implications for teacher education policymakers in their fight to close learning gaps for historically marginalized students, while simultaneously ensuring that underrepresented students have equitable access to a predominantly White and Asian field.

Authors

• Edwin Rivera, University of California - Riverside
  Presenting Author

• Kirk D. Rogers, California State University - Dominguez Hills
  Presenting Author

• Stanley L. Johnson, University of California - Los Angeles
  Presenting Author