An Equity in STEM Education Doctoral Course’s Influence on Teacher Knowledge, Attitude, and Practice

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: STEM Teachers' Beliefs, Attitudes, and Experiences (Table 26)

Abstract

Despite increased attention to equity in STEM education, challenges persist in training teachers to foster equitable classrooms. Moreover, few graduate students are exposed to content-specific STEM equity coursework. Utilizing the Theory of Knowledge, Attitude, and Practice (KAP), this study explored how knowledge influenced the attitudes and equitable classroom practices of teachers enrolled in an Equity in STEM Education doctoral class. Participants' narratives revealed their KAP shifted through deep and nuanced conceptual knowledge of STEM equity, collaboration and realignment of power dynamics, and embracing student diversity and social justice. Participants credited their transformation to the course content and discourse. This study highlights the potential for graduate-level courses on STEM equity to impact educators’ KAP through critical conversations.

Authors

• Elizabeth R Goldberg, Texas Tech University

• Taylor Darwin, University of Texas at Austin

• Weverton Ataide Pinheiro, Texas Tech University

• Samanthia Noble, Texas Tech University

• Miranda M. Allen, Texas Tech University

• Kassidy Wagner, Texas Tech University