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Cultural relevance is key for student motivation, yet students’ cultural assets and strengths are not often recognized and prioritized in STEM motivation interventions. We took an interdisciplinary approach in connecting educational psychology with teacher education literatures in systematically analyzing the prevalence and nature of culturally-relevant STEM motivation interventions. This review describes the state of the literature, provides exemplars of Culturally Responsive Education (CRE) work to draw from, and offers recommendations regarding future directions of the literature. Collectively, we found 15 CRE-grounded motivation-focused interventions, however few deeply employed CRE tenets. Our work points to the need for future STEM motivation interventions that lift up students’ voices, cultures, and lived experiences, thereby cultivating STEM learning environments that support all students.