Professional Development Design That Supports Graduate Students to Develop Equity-Oriented Pedagogies for Science Outreach Programs

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Innovations in Science College Classrooms (Table 31)

Abstract

Science, Technology, Engineering, and/or Math (STEM) education outreach programs have been promoted as mechanisms for redressing under-representation of minoritized students in STEM majors. Few studies have focused on how to support graduate students to teach science for diversity, inclusion, equity, and/or justice despite their roles in leading and implementing these programs. In this study, we explore how intentionally designed PD experiences, grounded in situated teacher learning theories, facilitated graduate students to develop a multi-level, equity-oriented science pedagogy in an outreach program for minoritized youth. Our preliminary findings show that graduate students developed an equity-oriented pedagogy for science teaching that attends to youths’ assets and begins to interrogate and disrupt Eurocentric ways of knowing and acting on the world.

Authors

• Enrique Suárez, University of Massachusetts - Amherst

• Erica Light, University of Massachusetts - Amherst

• Lynn Addler, University of Massachusetts - Amherst